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

WORKBOOK-UNIT 2 MORALS AND VIRTUES 内容导航 This workbook unit centers on "Morals and Virtues", with diverse texts like narratives and essays. It guides students to explore kindness, social responsibility and traditional virtues through real-life stories, helping them apply language skills and shape positive moral values. 教学目标和重难点 1. 教学目标 Language Ability: Students can understand and use words and sentences related to morals and virtues, and express their views on moral issues in English. Cultural Awareness: They learn about Chinese traditional virtues such as "Ren" and compare moral concepts across cultures to enhance cultural confidence. Thinking Quality: They analyze moral dilemmas and characters’ behaviors to develop critical and logical thinking. Learning Ability: They master learning strategies like skimming and discussion to improve independent learning and cooperative inquiry abilities. 2. 教学重难点 Key Points: Mastering core vocabulary (e.g., virtue, dilemma, kindness) and sentence patterns; understanding the main ideas and moral connotations of workbook texts; being able to talk and write about moral topics. Difficult Points: Using complex sentences to express moral views accurately; analyzing the deep meaning of moral stories and applying moral principles to real-life situations; understanding the cultural connotation of Chinese traditional virtues in English expression. 教学过程 Warm-up and Lead-in The warm-up activity is designed to arouse students’ interest in the theme of "Morals and Virtues" and activate their prior knowledge, laying a solid foundation for the subsequent learning of workbook contents. First, the teacher presents some pictures on the screen, including scenes such as helping the elderly cross the road, volunteering in the community, and a student returning a lost wallet. Then, the teacher asks students to look at the pictures and discuss in pairs: "What do these people do in the pictures? What virtues do they show? Have you ever done similar things in your life?" After 5 minutes of discussion, the teacher invites several groups to share their opinions. Some students may mention "kindness", "honesty" and "responsibility", and the teacher affirms their answers and writes these virtue-related words on the blackboard. Next, the teacher connects the discussion to the workbook unit: "Today, we will learn the Workbook Unit 2 Morals and Virtues. Through different texts and activities, we will further explore the meaning of morals and virtues, and learn to express our views on moral issues in English." In this link, the teacher pays attention to guiding students to use simple English to express their ideas, and timely corrects their pronunciation and grammar errors. At the same time, the teacher encourages students to actively participate in the discussion, creating a relaxed and active classroom atmosphere. This warm-up activity not only activates students’ existing vocabulary and knowledge related to virtues but also helps students establish a connection between real life and the unit theme, laying a good emotional and cognitive foundation for the follow-up teaching. Vocabulary and Phrase Learning Vocabulary and phrases are the basis for understanding workbook texts and completing related activities. In this part, the teacher focuses on teaching the core vocabulary and phrases in the workbook unit, helping students master their pronunciation, meaning and usage, so as to better understand the subsequent texts and carry out language output activities. First, the teacher lists the core vocabulary of the unit on the blackboard or PPT, including noun (virtue, dilemma, kindness, responsibility, sympathy, honesty), verb (donate, volunteer, assist, forgive, respect), adjective (moral, kind-hearted, responsible, honest, selfless) and key phrases (in need, take responsibility for, be willing to, help out, put others first). For each word and phrase, the teacher first reads the pronunciation aloud, and asks students to follow along, correcting their incorrect pronunciation. Then, the teacher explains the meaning of the word or phrase in simple English, and combines it with example sentences related to the unit theme to help students understand its usage. For example, when teaching the word "dilemma", the teacher explains: "A dilemma is a situation where you have to make a difficult choice between two or more things, and neither choice is perfect." Then, the teacher gives an example sentence: "When a doctor faces a patient who is seriously ill but cannot afford medical expenses, he is in a moral dilemma." At the same time, the teacher connects it to the listening and speaking part of the student book, which the students have learned before, to help students associate and memorize. For the phrase "put others first", the teacher gives the example: "Lin Qiaozhi, the mother of ten thousand babies, always put others first and devoted her whole life to medical work." After explaining the vocabulary and phrases, the teacher organizes students to do some practice activities to consolidate their mastery. The first activity is "word matching": the teacher lists the words on one side and their meanings on the other side, and asks students to match them in pairs. The second activity is "sentence making": students are asked to make sentences with the learned words and phrases, and each student makes at least two sentences. The teacher walks around the classroom, observes students’ performance, and provides guidance to students who have difficulties. Finally, the teacher invites several students to share their sentences and corrects errors in grammar and expression, helping students master the usage of vocabulary and phrases more accurately. In this part, the teacher pays attention to the connection between vocabulary and the unit theme, avoids isolated vocabulary teaching, and enables students to understand and master vocabulary in the context of moral and virtue themes. At the same time, the teacher focuses on the practical application of vocabulary, guiding students to use vocabulary to express their ideas, laying a foundation for the subsequent text reading and language output. Text Reading and Analysis The workbook unit includes several texts of different types, such as "The Taxi Ride I’ll Never Forget" (narrative) and "The Five Virtues" (expository text). The text reading and analysis part is the key of the teaching process, which aims to help students understand the main content, moral connotation and structure of the texts, improve their reading ability, and at the same time cultivate their thinking quality and cultural awareness. Reading 1: The Taxi Ride I’ll Never Forget First, the teacher guides students to carry out pre-reading activities. The teacher asks students: "Have you ever had an unforgettable experience with a stranger? What happened? How did it make you feel?" Students discuss in groups, and then the teacher invites some students to share their experiences. Then, the teacher introduces the background of the text: "This text is a narrative about an unforgettable taxi ride. The author, a taxi driver, meets an old lady who is terminally ill, and he does a kind thing for her. Let’s read the text and find out what happened." Next, the teacher asks students to read the text silently for the first time, and requires them to grasp the main idea of the text: What is the main content of the text? What kind of person is the taxi driver? After reading, the teacher invites students to answer these questions. The main idea of the text is that a taxi driver takes an old lady who is going to a hospice to revisit the places that are important to her for free, and this kind act leaves a deep impression on the author. The taxi driver is a kind-hearted, considerate and caring person. Then, the teacher guides students to read the text carefully for the second time, and asks them to answer the following detailed questions: 1. Why did the old lady ask the taxi driver to take her to those places? 2. What did the taxi driver do for the old lady? 3. How did the old lady feel at the end of the ride? 4. What did the taxi driver learn from this experience? Students read the text carefully, find the answers in the text, and discuss in pairs. Then, the teacher checks the answers with the whole class, and explains the difficult sentences in the text. For example, the sentence "I decided to turn off the meter and just drive her around" is a key sentence. The teacher explains: "The phrase ‘turn off the meter’ means to stop the taxi meter from running, which means the taxi driver didn’t charge the old lady. This shows that the taxi driver is very kind and selfless." Another difficult sentence: "She smiled and said, ‘Thank you, young man. You’ve made my day.’" The teacher explains: "‘Make one’s day’ means to make someone feel very happy and satisfied. This sentence shows that the old lady was very grateful to the taxi driver for his kindness." After analyzing the text, the teacher guides students to discuss the moral connotation of the text: "What virtues does the taxi driver show in the text? What can we learn from him?" Students discuss actively, and the teacher summarizes: "The taxi driver shows kindness, consideration and sympathy. He cares about the old lady’s feelings and is willing to help others without asking for anything in return. We should learn from him, be kind to others, and help those in need in our daily life." Reading 2: The Five Virtues After finishing the first text, the teacher guides students to learn the second text "The Five Virtues". First, the teacher asks students: "Do you know the traditional virtues of the Chinese nation? What are they?" Students may mention "filial piety", "kindness" and so on. Then, the teacher introduces: "This text introduces the five virtues advocated by Confucius—benevolence, righteousness, propriety, wisdom and trustworthiness. Let’s read the text and learn about their connotations." First, students read the text silently to grasp the main idea: The text introduces the connotation of the five virtues (benevolence, righteousness, propriety, wisdom and trustworthiness) and their importance in modern society. Then, the teacher guides students to read the text carefully, and explains the connotation of each virtue in simple English, combining with examples to help students understand. For example, "benevolence" is explained as: "Benevolence means being kind to others, caring for others, and putting others’ needs before your own. For example, helping the elderly, caring for the disabled, and being friendly to strangers are all manifestations of benevolence." "Righteousness" is explained as: "Righteousness means doing the right thing, adhering to moral principles, and not doing things that are harmful to others or society." "Propriety" means: "Propriety means knowing how to behave properly in different occasions, respecting others, and abiding by social norms." "Wisdom" means: "Wisdom means having the ability to distinguish right from wrong, make correct choices, and solve problems in a proper way." "Trustworthiness" means: "Trustworthiness means keeping your promises, being honest, and making others believe in you." After explaining the five virtues, the teacher organizes students to discuss: "How can we practice these five virtues in our daily life? Give specific examples." Students discuss in groups, and then share their opinions. For example, some students say: "We can practice benevolence by helping our classmates with their studies." Some students say: "We can practice trustworthiness by keeping our promises to our friends." The teacher affirms students’ opinions and encourages them to practice these virtues in their daily life. In the text reading and analysis part, the teacher pays attention to guiding students to master reading strategies such as skimming (grasping the main idea) and scanning (finding specific information). At the same time, the teacher combines the text content to cultivate students’ critical thinking and cultural awareness—letting students understand the connotation of Chinese traditional virtues and how to inherit and carry forward them in modern society. In addition, the teacher pays attention to the analysis of difficult sentences and long sentences, helping students overcome reading obstacles and improve their reading ability. Listening and Speaking Practice Combined with the theme of the unit and the content of the workbook, the listening and speaking practice aims to improve students’ listening and speaking abilities, enable them to understand conversations or speeches related to moral and virtue themes, and express their views on moral issues fluently in English. Listening Practice The teacher prepares listening materials related to the unit theme, such as a conversation between two students discussing a moral dilemma, or a speech about the importance of kindness. First, the teacher plays the listening material once, and asks students to listen carefully and grasp the main idea: What is the conversation/speech about? Then, the teacher plays the listening material again, and asks students to answer specific questions, such as: 1. What moral dilemma does the student face? 2. What suggestions does the other student give? 3. What is the speaker’s opinion on kindness? After checking the answers, the teacher plays the listening material again, and asks students to follow along, imitating the pronunciation, intonation and rhythm of the speakers. This helps students improve their listening comprehension and oral expression ability. Then, the teacher invites students to role-play the conversation in the listening material, so that they can better understand the content and use the related language. Speaking Practice The speaking practice is carried out in the form of group discussion and presentation. The teacher puts forward the discussion topic: "What is the most important virtue in modern society? Why? How can we practice it?" First, students discuss in groups of 4-5, and each student expresses their own views. During the discussion, the teacher walks around the classroom, provides guidance to students who have difficulties in expression, and reminds students to use the vocabulary and phrases learned in the unit. After the discussion, each group selects a representative to make a presentation in front of the whole class, introducing the group’s views. The presentation time is 2-3 minutes per group. After each group’s presentation, the teacher makes comments, affirming the advantages of the presentation, such as fluent expression, clear views, and proper use of vocabulary and phrases, and pointing out the areas that need improvement, such as grammar errors or unclear expression. At the same time, the teacher encourages other students to ask questions to the presenting group, and the presenting group answers them, which enhances the interaction in the classroom. In addition, the teacher can also design a situational dialogue activity: "Suppose you see a classmate cheating in the exam, what will you do? Will you tell the teacher or keep it a secret? Why?" Students role-play the situational dialogue in pairs, using the language learned in the unit to express their choices and reasons. This activity not only improves students’ oral expression ability but also guides them to think about moral dilemmas and make correct moral choices. In the listening and speaking practice part, the teacher pays attention to the combination of listening and speaking, and guides students to apply the learned language knowledge to practical communication. At the same time, the teacher creates a relaxed and harmonious communication atmosphere, encouraging students to speak actively, dare to express their own views, and gradually improve their listening and speaking abilities. Writing Practice Writing practice is an important part of language output, which aims to help students apply the vocabulary, phrases and sentence patterns learned in the unit to writing, improve their writing ability, and at the same time express their views on moral and virtue themes, and cultivate their moral literacy. First, the teacher introduces the writing task: "Write a short passage about a kind act you have done or witnessed, describing what happened, how you felt, and what you learned from it. The passage should be about 150-200 words, and you should use the vocabulary and phrases learned in the unit." Before writing, the teacher guides students to sort out their ideas. The teacher asks students to think about the following questions: 1. What kind act did you do or witness? 2. When and where did it happen? 3. What did you do (or what did the person do) in the process? 4. How did you feel after that? 5. What did you learn from this experience? Students can take notes to sort out their ideas, and the teacher provides guidance to students who have difficulties in sorting out their ideas. Then, students start to write independently. During the writing process, the teacher walks around the classroom, observes students’ writing situation, and provides help to students who have difficulties. For example, some students may not know how to use a certain phrase, and the teacher can give appropriate prompts; some students may have grammar errors, and the teacher can remind them to correct them. At the same time, the teacher reminds students to pay attention to the structure of the passage, the coherence of the content, and the correct use of punctuation marks. After students finish writing, the teacher organizes students to carry out peer evaluation. Students exchange their compositions in pairs, and evaluate each other’s compositions according to the following standards: 1. Is the content complete and in line with the requirements? 2. Are the vocabulary and phrases used correctly? 3. Are the sentences grammatically correct? 4. Is the passage coherent and logical? 5. Are there any spelling or punctuation errors? Students put forward suggestions for revision to each other, and then revise their own compositions according to the suggestions. Then, the teacher selects several representative compositions (including excellent compositions and compositions with common problems) to comment on in class. For excellent compositions, the teacher reads them aloud, affirms the advantages, and lets students learn from them; for compositions with common problems, the teacher points out the problems and guides students to revise them together. For example, if some students use simple sentences too much, the teacher guides them to use complex sentences to enrich the content; if some students have unclear logic, the teacher guides them to adjust the order of the content to make the passage more coherent. Finally, students revise their compositions again according to the teacher’s comments and peer suggestions, and hand them in to the teacher for further evaluation. The teacher checks each student’s composition carefully, writes detailed comments, points out the advantages and deficiencies, and puts forward specific revision suggestions, helping students improve their writing ability. In the writing practice part, the teacher pays attention to the combination of writing guidance and practice, and guides students to apply the learned language knowledge to writing. At the same time, the teacher pays attention to the individual differences of students, provides targeted guidance to students with different levels, and encourages students to write actively, gradually improving their writing ability and moral literacy. Summary and Extension The summary and extension part aims to help students sort out the knowledge and skills learned in the unit, consolidate the learning effect, and extend the theme of the unit to real life, so as to achieve the goal of cultivating students’ moral literacy and key competencies. Summary The teacher guides students to summarize the content of the unit together. The teacher asks students: "What have we learned in this workbook unit? What vocabulary, phrases and sentence patterns have we mastered? What moral connotations have we understood?" Students answer one by one, and the teacher sorts out and summarizes: "In this unit, we have learned the core vocabulary and phrases related to morals and virtues, read two texts about kindness and traditional virtues, carried out listening and speaking practice related to moral themes, and completed a writing task about kind acts. Through this unit’s study, we have a deeper understanding of the meaning of morals and virtues, and learned to express our views on moral issues in English." At the same time, the teacher emphasizes the key and difficult points of the unit again, reminding students to consolidate and review them after class. For example, the teacher says: "We should master the usage of core vocabulary and phrases, be able to understand and analyze texts related to moral themes, and be able to express our views on moral issues fluently in speaking and writing. We should also pay attention to applying the moral principles we have learned to real life." Extension The extension activity is designed to connect the unit theme with real life, encourage students to practice moral virtues in daily life, and enhance their sense of social responsibility. The teacher puts forward the following extension tasks: 1. Keep a "kindness diary" for a week, recording the kind acts you have done or witnessed every day, and write a short English comment for each act. 2. Group work: Prepare a short English speech about "How to inherit Chinese traditional virtues in modern society", and present it in the next class. 3. Volunteer activity: Participate in a volunteer activity in the community (such as helping the elderly, cleaning the community environment), and write a short English report about the activity after the event. The teacher explains the requirements of the extension tasks in detail, and encourages students to actively participate. The teacher says: "Morals and virtues are not only in books but also in our daily life. I hope you can practice kindness, responsibility and other virtues in your daily life, and use the English knowledge you have learned to record and express your experiences, so as to improve your language ability and moral literacy." Homework Arrangement The homework is designed to consolidate the knowledge and skills learned in the unit, and extend the learning content to after class, so as to achieve the effect of continuous learning. The specific homework is as follows: 1. Review the core vocabulary and phrases of the unit, and make a vocabulary card for each word and phrase (including pronunciation, meaning, example sentence). 2. Read the two texts in the workbook again, and write a 50-word summary for each text. 3. Complete the writing task revised in class, and polish the language to make the passage more fluent and logical. 4. Complete one of the extension tasks (kindness diary, speech preparation or volunteer activity report), and hand it in in the next class. 5. Preview the next unit’s content, and collect some information about the theme of the next unit. The teacher reminds students to complete their homework carefully, and encourages them to use the learning resources around them (such as dictionaries, English newspapers, and the Internet) to solve the problems encountered in the process of doing homework. At the same time, the teacher says that he will check the homework carefully and comment on it in the next class, so as to help students find their own deficiencies and improve their learning effect. 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 $