Unit 2 Morals and Virtues-Assessing Your Progress 教案-2025-2026学年高中英语人教版必修第三册

Unit 2 Morals and Virtues-Assessing Your Progress 内容导航 This section focuses on assessing students’ mastery of Unit 2, covering moral-related vocabulary, key sentence patterns, and reading-writing skills. It guides students to reflect on moral dilemmas and virtues, integrating language application with moral cultivation through diverse tasks. 教学目标和重难点 1. 教学目标 Language Ability: Students can use moral-related words and sentences to express views and describe moral behaviors. Cultural Awareness: They understand Chinese and foreign virtues, respect cultural differences, and inherit fine traditional Chinese virtues. Thinking Quality: They analyze moral dilemmas logically and form correct moral judgments. Learning Ability: They reflect on their learning, summarize strengths and weaknesses, and improve learning strategies independently. 2. 教学重难点 Key Points: Mastering core vocabulary (e.g., majority, complain, assist) and sentence patterns about moral choices; using learned knowledge to discuss virtues and moral dilemmas. Difficult Points: Applying non-finite verbs correctly in moral context descriptions; expressing personal moral views clearly and logically; bridging the gap between moral cognition and language expression. 教学过程 The teaching process of Assessing Your Progress is designed to comprehensively evaluate students’ learning outcomes of Unit 2, integrate the four-dimensional core literacy, and help students consolidate knowledge, find deficiencies, and improve their comprehensive English ability while deepening their understanding of morals and virtues. The process is carried out in a student-centered way, combining individual thinking, group cooperation and teacher guidance, so as to achieve the dual goals of language teaching and moral education. Step 1: Lead-in (Warm-up and Review) The lead-in link aims to arouse students’ interest, activate their prior knowledge of the unit, and lay a solid foundation for the subsequent assessment and practice. First, the teacher greets students in English and starts with a question related to the unit theme: “What virtues have we learned in this unit? Can you list some important moral principles or good behaviors we talked about?” The teacher invites 3-4 students to answer freely. Students may mention virtues such as kindness, responsibility, honesty, selflessness, and examples of moral dilemmas from the unit texts, such as the choices faced by Lin Qiaozhi and Norman Bethune. After that, the teacher conducts a quick review of the core knowledge of the unit to help students recall key points. The teacher displays the following vocabulary and sentence patterns on the blackboard or multimedia courseware, and invites students to read them aloud and explain their meanings and usages: Core Vocabulary: majority, complain, complaint, appoint, appointment, scared, scare, assist, assistance, assistant, harm, harmful, harmless. Key Sentence Patterns: 1. To a person, nothing is more precious than their life. 2. Neither she nor her friends thought about moving the stone out of the road. 3. With the assistance of..., we succeeded in doing sth. 4. It is important for everyone to have good morals and virtues. In the review process, the teacher focuses on checking students’ mastery of the collocations and usages of key words, such as “complain about sth.”, “assist sb. with sth.”, “do harm to sb.”, and corrects students’ wrong pronunciations or usages in time. At the same time, the teacher connects the vocabulary and sentence patterns with the theme of morals and virtues, guiding students to think: “How can we use these words and sentences to describe a person’s good virtues or a moral choice?” This link not only helps students consolidate language knowledge but also naturally leads to the theme of this assessment section. Finally, the teacher introduces the purpose and content of this Assessing Your Progress: “Today we will assess our learning in this unit. We will go through different tasks to check how well we master the language knowledge, how well we can use English to discuss morals and virtues, and how much we have understood about good morals. I hope everyone can be honest, actively participate, and find their own strengths and areas that need improvement.” Step 2: Vocabulary and Phrase Assessment (Consolidation and Application) This part focuses on assessing students’ mastery of the core vocabulary and phrases in the unit, including recognition, understanding, and application. The task is divided into three parts to meet the needs of students at different levels. First, the teacher distributes the vocabulary assessment worksheet. The first part is “Fill in the blanks with the correct form of the given words”. The words provided include majority, complain, assist, harm, appoint, scared, etc. The sentences are closely related to the theme of morals and virtues, such as: 1. The ______ of students think that honesty is the most important virtue. 2. She ______ to the teacher about the unfair treatment she received. 3. We should ______ those who are in trouble instead of laughing at them. 4. Smoking is ______ to our health, so we should give it up. 5. He was ______ when he saw the big dog running towards him. Students complete the task independently. During this process, the teacher walks around the classroom, observes students’ performance, and provides appropriate guidance to students who have difficulties. After students finish, the teacher invites students to present their answers on the blackboard, checks and corrects them one by one, and emphasizes the key points, such as the plural form of “majority”, the past tense of “complain”, the correct collocation of “assist”, and the difference between “harmful” and “harmless”. For students who make mistakes, the teacher asks them to explain their reasons, helps them find the root cause of the mistakes, and strengthens their memory through repeated exercises. The second part of the vocabulary task is “Match the phrases with their meanings”. The phrases on the left include carry sb. through sth., play a key role, be responsible for, in one's lifetime, in memory of, pick oneself up, complain about, in despair, and the meanings on the right are corresponding explanations. Students complete the matching task in pairs. After finishing, the teacher randomly checks the results of several groups and asks students to make sentences with 2-3 phrases to test their application ability. For example, a student may make a sentence: “Her kindness carried her through the difficult times.” The teacher affirms the correct sentences and modifies the incorrect ones, guiding students to use the phrases flexibly in the context of morals and virtues. The third part is a “Creative Vocabulary Task”: Students work in groups of 4 to list 5-8 moral-related words or phrases they have learned in the unit, and then make a short dialogue (3-4 sentences) using these words or phrases. The dialogue should be closely related to moral choices or good virtues. For example, a group may make a dialogue: A: I heard that Tom helped an old man cross the road yesterday. B: That’s very kind of him. Kindness is an important virtue. A: Yes, we should all assist those in need. B: I agree. We should never do harm to others. Each group sends a representative to present their dialogue to the class. The teacher evaluates the dialogues from the aspects of vocabulary usage, grammar correctness, and theme relevance, affirms the advantages of each group, and puts forward suggestions for improvement. This task not only assesses students’ vocabulary application ability but also cultivates their cooperative learning ability and oral expression ability. Step 3: Grammar Assessment (Focus on Non-finite Verbs) Combined with the key grammar points of the unit—non-finite verbs (infinitive, participle) used as object complement, result adverbial and object complement after sensory verbs—this part focuses on assessing students’ ability to master and apply non-finite verbs in the context of morals and virtues. First, the teacher briefly reviews the usage of non-finite verbs in the unit with students: 1. When the object and the verb used as the object complement have a logical active relationship, the object complement should use the present participle form; when there is a logical passive relationship, the past participle form is used. 2. When non-finite verbs are used as result adverbials, the present participle is used to express natural results, and the infinitive (with to) is used to express unexpected results. 3. After sensory verbs such as see, hear, feel, watch, the present participle is used to express that the action is in progress, and the bare infinitive is used to express the whole process of the action from beginning to end. Then, the teacher distributes the grammar assessment worksheet, which includes three types of tasks. The first task is “Choose the correct form of the given verbs”. The sentences are closely combined with the theme of morals and virtues, such as: 1. We saw an old man ______ (fall) on the ground, so we ran to help him. 2. The heavy rain caused the river ______ (rise) quickly, which brought great trouble to the villagers. 3. The teacher asked us ______ (discuss) the moral dilemma in the story. 4. I heard her ______ (complain) about the unfairness of the decision. 5. The project ______ (complete) yesterday will help more people in need. Students complete the task independently. After finishing, the teacher explains the answers in detail, focusing on the key and difficult points. For example, in the first sentence, “saw” is a sensory verb, and “fall” is the whole process of the action, so the bare infinitive “fall” is used; in the second sentence, “cause” is followed by the infinitive “to rise” to express the result; in the fifth sentence, “the project” and “complete” have a passive relationship, so the past participle “completed” is used as an attributive. For students who have difficulties in distinguishing the usage of non-finite verbs, the teacher gives additional examples and guides them to summarize the rules. The second grammar task is “Correct the mistakes in the following sentences”. The mistakes are mainly the incorrect use of non-finite verbs, such as: 1. He was scared to see the snake move towards him. (Error: move → moving) 2. The bad weather made us to cancel the trip. (Error: to cancel → cancel) 3. Her kindness made her to be respected by everyone. (Error: to be respected → respected) 4. We succeeded in finish the task on time with his assistance. (Error: finish → finishing) Students correct the mistakes in pairs and explain the reasons for the mistakes. The teacher checks the correction results and summarizes the common mistakes, reminding students to pay attention to the collocations of verbs and the logical relationship between the action and the subject/object when using non-finite verbs. The third grammar task is “Rewrite the sentences using non-finite verbs”. For example: 1. She helped the old man who was crossing the road. → She helped the old man crossing the road. 2. The boy was injured in the accident, so he couldn’t go to school. → Injured in the accident, the boy couldn’t go to school. 3. We hope that we can help more people in need. → We hope to help more people in need. This task requires students to flexibly use non-finite verbs to simplify sentences, which not only tests their mastery of grammar but also improves their ability to express in English concisely. After students finish, the teacher invites several students to present their rewritten sentences, evaluates them, and guides students to choose the appropriate non-finite verbs according to the context. Step 4: Reading and Comprehension Assessment (Integrate Theme and Language) This part selects a reading passage closely related to the theme of “morals and virtues”, which is similar in style and difficulty to the unit texts, to assess students’ reading comprehension ability, including the ability to grasp the main idea, understand details, infer the author’s attitude, and master the logical structure of the passage. The reading passage is about a real story: A taxi driver found a wallet left by a passenger, which contained a large amount of cash, ID cards and bank cards. Instead of taking the money for himself, the driver spent a whole day looking for the passenger and finally returned the wallet to him. The passenger was very grateful and wanted to give the driver a reward, but the driver refused, saying that it was his duty to return the lost things. The passage also mentions the driver’s view on virtues: “Virtues are not difficult things; they are just small actions in daily life.” Before reading, the teacher asks students a question to arouse their interest: “What would you do if you found a wallet with a lot of money? Would you return it or keep it for yourself?” Students discuss the question freely, expressing their own views and reasons. This not only activates students’ thinking but also lays a foundation for understanding the reading passage. Then, the teacher asks students to read the passage silently and complete the following tasks: Task 1: Summarize the main idea of the passage in one sentence. Task 2: Answer the detailed questions: 1. What did the taxi driver find in his car? 2. What did the driver do after finding the wallet? 3. Did the driver accept the passenger’s reward? Why or why not? 4. What is the driver’s view on virtues? Task 3: Infer the author’s attitude towards the taxi driver. Students complete the tasks independently. During the reading process, the teacher reminds students to pay attention to the key information in the passage, such as time, place, characters, events, and the driver’s words and deeds, and encourages students to underline the key sentences. After students finish, the teacher organizes the class to check the answers. For Task 1, the teacher invites several students to present their summaries and guides them to summarize the main idea accurately and concisely. For example, a correct summary could be: A taxi driver returned a wallet left by a passenger and refused the reward, showing his good virtues. For Task 2, the teacher checks the answers one by one, emphasizing the key details in the passage. For example, the driver found a wallet with cash, ID cards and bank cards; he spent a whole day looking for the passenger and returned the wallet; he refused the reward because he thought it was his duty. The teacher also guides students to find the corresponding sentences in the passage to support their answers, improving their ability to find and use information. For Task 3, the teacher guides students to infer the author’s attitude from the description of the driver’s behavior and the tone of the passage. The author uses positive words to describe the driver, such as “kind”, “responsible”, “honest”, so the author’s attitude is praise and admiration. The teacher also asks students to express their views on the driver’s behavior, guiding them to realize that virtues are reflected in small daily actions. After completing the reading tasks, the teacher leads students to analyze the language points in the passage, such as key words, phrases and sentence patterns, integrating reading comprehension with language consolidation. For example, the phrase “take sth. for oneself”, “spend time doing sth.”, “refuse to do sth.”, and the sentence “It is one’s duty to do sth.”. The teacher asks students to make sentences with these language points, helping them consolidate and apply the knowledge they have learned. Step 5: Speaking Assessment (Express Views on Morals and Virtues) This part focuses on assessing students’ oral expression ability, including the ability to express their views on moral issues, discuss moral dilemmas, and communicate with others in English. The task is designed to be interactive and practical, allowing students to use English in real communication scenarios. First, the teacher divides students into groups of 4-5, and assigns each group a discussion topic closely related to the unit theme. The topics are as follows: 1. What is the most important virtue in your opinion? Why? 2. Have you ever faced a moral dilemma? What did you do? And what was the result? 3. How can we cultivate good morals and virtues in our daily life? 4. What can we learn from the people with good virtues (such as Lin Qiaozhi, Norman Bethune, the taxi driver in the reading passage)? Before the discussion, the teacher gives students 5 minutes to think about the topic independently, sort out their ideas, and note down key words and sentences. The teacher also provides some expression templates to help students who have difficulties in oral expression, such as: 1. In my opinion, the most important virtue is... because... 2. I once faced a moral dilemma:... I chose to... because... 3. We can cultivate good virtues by... 4. We can learn from... that we should... Then, students start group discussion. During the discussion, each student should express their own views, listen to the opinions of others, and put forward their own suggestions. The teacher walks around the classroom, observes the discussion of each group, and provides appropriate guidance. For example, if a student has difficulty expressing their views, the teacher reminds them to use the provided templates; if the discussion is not in-depth, the teacher asks guiding questions, such as “Why do you think so?” “Can you give an example to support your view?” After the group discussion, each group sends a representative to make a 2-3 minute report to the class, introducing the group’s views on the topic. The other students listen carefully and can ask questions after the report. For example, if a group reports on “How to cultivate good virtues”, other students may ask: “Do you think it is difficult to keep good virtues in daily life? How to stick to them when facing difficulties?” The teacher evaluates the students’ oral performance from the aspects of pronunciation and intonation, vocabulary and grammar usage, logicality of expression, and participation in discussion. The teacher affirms the advantages of each group, such as fluent expression, clear views, and active participation, and puts forward suggestions for improvement, such as paying attention to pronunciation, using more complex sentence patterns, and improving the logicality of expression. At the same time, the teacher guides students to learn from each other’s views, deepening their understanding of morals and virtues. Step 6: Writing Assessment (Express Moral Views in Writing) This part assesses students’ writing ability, requiring students to use the language knowledge and theme understanding learned in the unit to write a short essay about morals and virtues. The writing task is designed to be practical and hierarchical, allowing students to give full play to their writing ability. The writing topic is: “The Importance of Good Virtues in Our Life”. The requirements are as follows: 1. Briefly introduce what good virtues are (such as honesty, kindness, responsibility). 2. Give one or two examples to illustrate the importance of good virtues (examples can be from the unit texts, real life, or stories you know). 3. Put forward suggestions on how to cultivate good virtues in daily life. 4. The length of the essay is about 120-150 words, with correct grammar, fluent expression, and clear logic. Before writing, the teacher guides students to sort out the writing ideas. First, the opening paragraph: briefly introduce the concept of good virtues, pointing out that good virtues are important in our life. Second, the body paragraph: give examples to illustrate the importance of good virtues. For example, Lin Qiaozhi devoted her life to medical work, showing her responsibility and kindness; the taxi driver returned the lost wallet, showing his honesty. Third, the closing paragraph: put forward suggestions on how to cultivate good virtues, such as starting from small things, learning from people with good virtues, and persisting in doing good things. The teacher also provides some key words and sentence patterns that can be used in writing, such as: honesty, kindness, responsibility, selflessness, devote... to..., play an important role in..., in daily life, first of all, besides, finally, we should... Then, students start writing independently. During the writing process, the teacher walks around the classroom, provides guidance to students who have difficulties, such as helping them sort out ideas, correct grammar mistakes, and improve the expression of sentences. For example, if a student doesn’t know how to give examples, the teacher reminds them to use the examples from the unit or real life; if a student has grammar mistakes, the teacher corrects them and explains the reasons. After students finish writing, the teacher collects the compositions and selects several typical compositions (including excellent ones and those with common problems) to comment on in class. For the excellent compositions, the teacher reads them aloud, analyzes their advantages, such as clear structure, fluent expression, appropriate examples, and correct grammar, and encourages other students to learn from them. For the compositions with problems, the teacher points out the common mistakes, such as incorrect grammar, unclear logic, insufficient examples, and guides students to correct them. Then, students exchange their compositions in pairs, read each other’s compositions, and put forward suggestions for improvement according to the writing requirements. This not only helps students find their own mistakes but also improves their ability to evaluate and modify compositions. Finally, students revise their own compositions according to the teacher’s comments and their partners’ suggestions. Step 7: Summary and Reflection (Consolidate and Improve) This link is an important part of the assessment, aiming to help students summarize the learning outcomes of this unit, reflect on their own strengths and weaknesses, and put forward improvement plans. First, the teacher leads students to summarize the key content of this Assessing Your Progress: vocabulary and phrases related to morals and virtues, the usage of non-finite verbs, reading comprehension skills, oral expression and writing skills. The teacher emphasizes that the core of this unit is to understand and practice morals and virtues, and language learning is closely integrated with moral cultivation. Then, the teacher asks students to reflect on their own performance in this assessment: “What did you do well in this assessment? What are your weaknesses? For example, do you master the vocabulary and grammar well? Can you express your views clearly in oral and written English? Do you have a deep understanding of morals and virtues?” Students think independently and write down their own reflection on the worksheet. The reflection should include three parts: strengths, weaknesses, and improvement plans. For example, a student may write: “My strengths are that I master the core vocabulary and can complete the reading tasks well. My weaknesses are that I can’t use non-finite verbs flexibly and my oral expression is not fluent. My improvement plan is to review the usage of non-finite verbs more, practice oral English every day, and read more articles about morals and virtues.” After students finish writing the reflection, the teacher invites several students to share their reflection with the class. The teacher affirms the students’ self-awareness and puts forward targeted suggestions for their improvement plans. For example, for students who have difficulties in oral expression, the teacher suggests that they practice speaking with their partners after class, listen to English materials, and imitate the pronunciation and intonation; for students who have problems in grammar, the teacher suggests that they do more targeted exercises and summarize the rules. Finally, the teacher makes a summary: “Through this assessment, we have checked our learning outcomes of this unit. We not only consolidated our language knowledge but also deepened our understanding of morals and virtues. I hope everyone can take this assessment as an opportunity to find their own deficiencies, make improvement plans, and continue to work hard. Remember, good morals and virtues are not only important for our personal growth but also for the development of society. Let’s practice good virtues in our daily life and become people with good morals and qualities.” Step 8: Homework Arrangement (Extend and Apply) The homework is designed to consolidate the knowledge and skills learned in this assessment, extend the theme of morals and virtues, and promote the integration of language learning and moral practice. The homework includes the following three parts: 1. Revise the composition revised in class and copy it neatly. At the same time, write a short passage (about 80 words) about a person with good virtues around you, describing his/her behavior and your feelings. 2. Review the core vocabulary, phrases and grammar points of the unit, and make a vocabulary and grammar notebook, sorting out the key points and common mistakes. 3. Discuss the theme of “morals and virtues” with your family in English, and write down the main content of the discussion (about 50 words). The teacher reminds students to complete the homework carefully, and emphasizes that the purpose of the homework is to consolidate and apply the knowledge learned, and to practice good virtues in daily life. The teacher will check the homework in the next class and give feedback to students. In the whole teaching process, the teacher adheres to the student-centered concept, combines assessment with teaching, integrates the four-dimensional core literacy into each link, and pays attention to the combination of language learning and moral cultivation. Through diverse tasks and interactive activities, students’ comprehensive English ability is improved, and their awareness of practicing good virtues is strengthened, achieving the teaching goals of the unit. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $