Unit 2 Morals and Virtues Assessing Your Progress教学设计-2024-2025学年高中英语人教版必修第三册

该高中英语教学设计围绕“道德与美德”主题，复习单元重点词汇及-ing形式作宾补和状语的语法，通过分享美德故事、研读寓言归纳道德观念，最终引导学生撰写践行美德的演讲稿。课堂以AI生成的虚拟人物Eric创设演讲准备情境，分分享故事、探讨意义、践行美德三步，借助思维导图、范文等支架连接单元知识与语言实践。 其亮点在于融合语言能力、文化意识与思维品质培养，如用孔融让梨故事语境化练-ing语法，融入“五常”传统美德，通过两羊寓言分析合作意义及医患关系批判性讨论。采用情境教学与AI辅助，学生提升语言运用与价值判断能力，教师可借助结构化活动与自评工具高效开展教学。

附件： 教学设计 课程基本信息 课题 Unit 2 Morals and Virtues:Assessing Your Progress 课型 新授课 学科 英语 年级 高一 学段 高中 版本章节 人教版 必修三 Unit 2 教学目标 1. 复习与巩固本单元重点词汇和语法（-ing形式作宾语补足语和状语），学会在不同场合正确有效地表达观点； 2. 通过分享古今中外的美德故事，归纳不同文化共同推崇的道德观念与美好品质，树立正确的人生观和价值观； 3. 通过语篇研读，总结寓言故事的教育意义，探讨树立正确道德观的个人与社会意义； 4. 通过书面表达，倡议在现实中践行道德与美德，共同树立正确的道德观。 教学重难点 重点：在各类活动中正确运用重点词汇和 -ing 形式作宾语补足语和状语，有效表达观点。 难点：运用所学知识撰写并发表演讲，激励他人践行美德。 学情分析 学生为高一年级理科平行班，英语基础较好。已具备获取和概括信息的能力，部分学生能描述和阐释观点，但在分析论证、价值判断、批判性评价及迁移创新方面仍有欠缺。 教学准备 多媒体课件（含故事图片、思维导图、寓言文本） 写作范文与自评表 小组讨论活动设计 教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用） Step 1: Lead-in (5分钟) The teacher introduces the main character, Jude ("Virtue Teenager"), using a picture . Scenario Creation: Jude is invited to deliver a speech on "Morals and Virtues" at an upcoming cultural exchange event. As the monitor, he wants to prepare alongside his classmates. The preparation process is outlined in three clear steps: Step One: Share stories of virtues. Step Two: Explore the significance of virtues. Step Three: Practice virtues. 创设真实、有驱动力的主题情境，激发学生参与感和学习兴趣。 唤醒学生对本单元主题的已有知识和经验。 明确课堂结构，让学生对学习路径有清晰的预期。 使用AI生成虚拟人物Eric形象，增强代入感 Step 2: Sharing stories of virtues (15分钟) Story Demonstration & Grammar Focus: The teacher narrates the story "Kong Rong Gives Up the Biggest Pear," highlighting sentences with the -ing form on the board/PPT (e.g., "Thinking of respecting the elderly, Kong Rong picked the smallest one." [as adverbial]; "We all see him choosing the smallest pear." [as object complement]). Task: Students complete 6 multiple-choice sentences to practice distinguishing between the -ing form and the past participle. Review & Explanation: The teacher invites students to share answers and explain their reasoning, clarifying common pitfalls (e.g., -ing for active/ongoing, -ed for passive/completed). Structuring Grammar Knowledge: The teacher guides the class in co-creating a mind map for "-ing form as adverbial and object complement," summarizing its usage, meaning, and common verbs (e.g., see, watch, hear, find + object complement). Story Sharing & Language Output: Task: In small groups, students share their favorite moral story (historical, famous, or personal), required to use at least one -ing structure. The teacher circulates to provide language support. Virtue Vocabulary Brainstorm: Based on the stories shared, the teacher facilitates a brainstorming session to expand the list of virtues on the board (e.g., perseverance, courage, integrity, empathy). 将语法学习置于有意义的语境中，实现“形式-意义-使用”的统一。 通过思维导图将零散语法知识系统化，帮助学生构建知识网络。 提供结构化的小组活动，让学生在真实交流中运用目标语法。 扩充主题词汇，为后续的写作和演讲积累语言素材。 将语法学习置于有意义的语境中，实现“形式-意义-使用”的统一。扩充主题词汇，为后续的写作和演讲积累语言素材。 Step 3: Exploring the significance of virtues (15分钟) Fable Reading & Comprehension: Task: Students read the fable about the two sheep quickly. Comprehension Questions: Students answer three questions individually: (1) What's the main idea of the story? (2) What is the author’s purpose? (3) What can you learn from the story? Students discuss answers in small groups. The teacher invites group representatives to share, guiding students to identify the virtue of "Cooperation" and its "win-win" outcome. Significance Summarization & Elevation: The teacher guides students, through group discussion linking the fable to real life, to summarize the individual and social significance of virtues, completing a framework: Individual: helps to fulfill our roles...; leads to personal growth... Society: contributes to social progress; makes the world a better place... Vocabulary in Context: Task: Students complete a cloze passage about doctor-patient relationships using the correct forms of the given words (clinic, complain, majority...). Critical Thinking Discussion: (1) Find evidence of the author's attitude towards doctors, fostering text analysis skills. (2) Open-ended question: "How to ease the tensions...?" prompts students to consider perspectives and propose specific ways to practice virtues like respect, objectivity, and fairness. 训练学生快速捕捉寓言主旨和作者意图的阅读技能。 引导学生从故事中抽象出普遍道理，实现从具体到抽象的思维训练。 在主题语境中巩固和运用本单元核心词汇。 通过批判性思维问题，培养学生的理性思维、同理心以及解决实际问题的能力。 在主题语境中巩固和运用本单元核心词汇。 Step 4: Practicing virtues (5分钟) The teacher briefly introduces the traditional Chinese Five Constant Virtues (Benevolence, Righteousness, Propriety, Wisdom, Fidelity) with their English equivalents. Quick Pair Discussion: The teacher poses a question: "As a student, how can you practice 'benevolence' (仁) or 'fidelity' (信) in your daily life?" Students discuss with their partners for 1-2 minutes. 建立文化自信，将主题与中华优秀传统文化连接。 为学生接下来的写作提供具体的思想和行为指引，使“践行美德”落到实处，避免空泛。 将主题与中华优秀传统文化连接。 Step 5: Writing (10分钟) Task Assignment: Students write a short speech (approx. 80 words) from Eric's perspective. Clear Structural Requirements: (1) Share a virtue story. (2) Explain the significance of virtues. (3) Offer suggestions on practicing virtues. Language Scaffolding: The teacher provides useful sentence starters on PPT (e.g., "I'd like to share a story about...", "This story tells us that...", "Therefore, let's..."). Writing Time: Students write independently under time constraints. The teacher circulates to offer guidance. Sample Showcase: The teacher presents a sample writing (e.g., the one about Zhong Nanshan), briefly commenting on its structure and effective language. 整合本课所有学习内容，实现从输入到输出的转化。 限时写作模拟真实考试环境，训练学生的写作效率。 提供范文和支架，帮助中等及以下水平的学生顺利完成写作任务。 整合本课所有学习内容，实现从输入到输出的转化。 Step 6: Reflecting (3分钟) Students receive or view the "Self-evaluation Sheet" on the PPT. Students evaluate their own performance against four criteria (Applying grammar; Describing virtues; Analyzing significance; Completing the speech) by ticking the appropriate box (Excellent, Good, Average, Needs improvement). Students briefly note their key takeaways or questions in the "My reflection" section. 将评价贯穿于教学过程中，实现“教、学、评”一体化。 引导学生自我监控学习过程，培养元认知能力和自主学习能力。 为教师提供即时反馈，以便调整后续教学。 整合本课所有学习内容，实现从输入到输出的转化。 作业设计 1. 根据课堂上的自评和可能的同伴互评，修改并润色演讲稿。 2. 在下一节课上，向小组或全班同学做一次“Morals and Virtues”的主题演讲。 板书设计/课堂小结 Morals and Virtues 语法重点：-ing as object complement & adverbial 美德关键词：Benevolence, Righteousness, Propriety, Wisdom, Fidelity 写作结构：Story → Significance → Suggestion 教学反思 本课通过情境导入、故事分享、语篇研读、写作表达等环节，层层递进，引导学生深入理解并践行“道德与美德”。学生在语法运用和主题表达方面表现积极，但在批判性思维和迁移创新方面仍需加强引导。后续可增加更多真实语境中的道德困境讨论，提升学生分析解决问题的能力。 学科网（北京）股份有限公司 $