人教版 (2019)必修 第三册Unit 2 Morals and Virtues教案

这是一份人教版 (2019)必修 第三册Unit 2 Morals and Virtues教案，共7页。
Perid 1 Listening and speaking
本单元的Listening and Speaking板块与后续的 Reading and talking灰块关系密切,听力内容为后面的阅读内容提供了话题和背景的铺垫。这一板块以“谈论道德困境”(Talk abut mral dilemmas)切入单元主题,介绍了什么是道德困境,探讨了处于道德困境中的人所面临的不同选择和结果,以及选择背后所隐含的道德观和处事原则。探讨这些问题,主要是为了让学生了解和感受道德困境在日常社会生活中的普遍性和复杂性,能够结合自身的体验和生活经验反思与道德困境相关的实际问题,提升辩证思维能力,使其能够更加全面客观地观察和看待社会现象,以理性的态度认识世界。
1. Let students learn t bserve pictures and describe the mral dilemmas faced by the peple in the pictures;
2. Let students crrectly understand the definitin f "mral dilemma" thrugh listening activities, and realize that mral dilemma exists in everyne's real life;
3. Imprve students' skills f "seeing" and "speaking" thrugh listening training, s that students can understand the general idea f listening materials, understand the attitudes and emtins f the characters in the dialgue, and srt ut the acquired cntent infrmatin; guide students t tell stries abut gd deeds they have experienced r heard abut.
Imprtance:
1. Help students understand the definitin f "mral dilemma";
2. Guide students t judge the attitude and md f the speaker by paying attentin t the cntent, tne and intnatin f the speaker.
3. Encurage students t express their views and pinins n specific mral dilemmas. Guide students t tell stries abut gd deeds they have experienced r heard abut. Guide students t tell stries abut gd deeds they have experienced r heard abut.
Difficulties:
1. Ask students t understand the general idea f the listening materials and understand the attitudes and emtins f the characters in the dialgue.
2. Let students express their views and pinins n specific mral dilemmas.
3.Guide students t tell stries abut gd deeds they have experienced r heard abut.
1. Befre class, students bserve the pictures in the textbk, discuss with each ther the scenes shwn in the pictures, speculate n the psychlgy f the characters, and describe the psychlgical activities f the bys;
2. Ask students t discuss the situatin in the picture, imagine the pssible results f helping the elderly, and let students express their wn pinins and reasns;
3. Crrectly understand the definitin f "mral dilemma" in cmbinatin with the exercises in the guidance plan.
Step 1 Lead-in
Students bserve the tpic picture. The teacher first guides the students t talk abut and describe the tpic map, and then cmbines the prblems in the Lk and discuss t inspire the students t think abut the fllwing questins:
①What d yu think the teenagers are ding?
②Can yu list sme virtues that are admired in every culture?
Then teacher asks again: “What qualities and persnalities d yu think are the mst imprtant when peple are ding teamwrk? ”and Get the students t brainstrm a list f nuns and adjectives related t quality, such as: genersity,friendship,hpe,giving,kindness,caring,thankfulness,helpfulness, trust,respnsibility,etc.
Appreciate famus qutes.The students read the qutatin n the pening page. The teacher asks:
①Hw d yu understand the qute?
②Can yu translate it int Chinese?
Answer: 一个好人一生最好的部分，是他细小的、无名的、不被人记得的出于善良和爱的行为。
The teacher adds sme famus sayings abut shuld r shuld. Let the students say what they mean and express their understanding.
*The best way t find yurself is t lse yurself in the service f thers. ——Mahatma Gandhi
*The superir man thinks always f virtue; the cmmn man thinks f cmfrt. ——Cnfucius
*Virtue,perhaps,is nthing mre than pliteness f sul. ——Hnre de Balzac
Answers:
发现自己最好的方法就是为他人服务。——圣雄甘地
高尚的人总是想到美德;普通人考虑的是舒适。——孔子
美德也许只不过是心灵上的礼貌。——巴尔扎克
Step 2 Watching and talking
Activity 1
Students read the definitin f "mral dilemma" in the picture and bserve the picture.On the basis f understanding, the scene shwn in the picture is described, the psychlgy f the characters is speculated, and the inner activities f the by are described.The teacher prvides sme questins fr students t discuss:
①What is happening in the picture? Can yu use ne r tw sentences t describe the situatin(Wh? When? Where? What?)
②What are the tw pssible chices that the by culd make?
③Culd he d bth?Why?
④What will happen if he helps the ld wman?What may happen if he desn't help the ld wman?
⑤If yu were the by, what shuld yu d and what wuld yu d?
Finally, teacher asks a questin t guide students t understand the meaning f the virtue dilemma.
If everyne is wrried abut the price f helping thers, what will happen?
Teacher asks several students t describe the picture and get them t discuss the secnd questin. Guide students t understand the virtue dilemma in a psitive way.
Step 3 Listening
Activity 2
1. Students brwse the frm in activity 2, predict the listening cntent, and fill in the answers accrding t the guesses.
2. Check the answers with class: a famus medical university; finish the exam; stp and help the girl; She will get int medical university, the girl might nt get the help she needs; She can put the needs f the ther persn first, give up her chance t get int the medical university
Activity 3
1.Read the tasks in activity 3 and understand the sentences.The teacher instructs the students t read the listening strategies carefully, and then asks the students t predict r imagine the pssible expressin patterns, rhythm, tne and intnatin f the relevant peple based n the cntent f the five sentences listed and the attitudes f the peple.Ask the students t imagine the fllwing questins and let them act ut a reasnable respnse.
●Imagine yu are eager t share a piece f news r an interesting stry with yur friend.What wuld yu d r what wuld yu say?
●If yu are dubtful abut yur friend’s wrds, what expressins wuld yu use?
●Hw wuld yu express yur admiratin fr smene?
●What wuld yu say if yu dn’t believe smething is true?
●What wuld yu say when yu are curius abut the develpment f a stry?
2.Students listen t the tape again and pay attentin t the attitudes expressed by the tw characters. Cmplete the Activity 3.
3.The teacher plays fr the third time, remind the students t recrd the expressins and key wrds f the tw characters and mark the relevant prnunciatin and intnatin, t find a reasnable reasn and basis fr their wn judgment.
4.Then the students check the answers. When the students prvide the answers, they must state the reasns fr their judgment.(Answers: 1.T 2.T 3.T 4.T 5.F)
Activity 4
1.Lk at the questins in activity 4 t learn the key infrmatin yu need t hear. Then listen t the tape with the questins fr the furth time and recrd the key wrds as yu listen.When the teacher and students check the answers, the teacher can remind the students t cnnect the key wrds they recrded int sentences, and then answer the questins in cmplete sentences fluently.
Suggested Answers:
①She carried the student t a safe place and lked after her. Then she went t the hspital with the student and called her sister.
②Her name was Lin Qiazhi. She later became a great dctr. She was famus fr caring fr tens f thusands f wmen and their babies.
③Her life was full f hard chices but she didn’t let them stp her frm taking care f peple wh were in need. She always cared fr thers mre than fr herself.
2.Let's listen t the tape and read after the speaker.
Step 4 Speaking
Activity 5
1.The teacher rganizes students t make up small dialgues in pairs.Teacher can ask a few students t have an imprmptu cnversatin with themselves first, fr the class t demnstrate. E.g.
T: If yu were faced with a similar situatin, what wuld yu d?
S: I think I wuld chse t help the student because life matters mst.
T: S yu wuld d as Lin Qiazhi did. That's really admirable.
Teachers can als put frward sme extended questins t give students the space t think, express and play.Such as:
●Apart frm helping the student and finishing the exam, is there a third chice? Can yu think f better ways t handle the dilemma?
●Are yu sure yu knw hw t help the student wh fainted? What kind f help culd yu ffer?
●D yu think it wuld be better fr a prfessinal dctr t care fr the patient?
●What d yu think f the peple wh stand by when such accidents happen? D yu think they are indifferent r nt kind t thers?
2.Students discuss in grups and then present the dialgue t the class.Fr students t make the chice, the teacher shuld give the evaluatin in time, guide the students t maintain a psitive, ptimistic, friendly, mutual attitude twards life.Teachers can als add sme expressins fr students' reference:
●In my pinin/view…
● Generally speaking, …
●Persnally, I dn't have the faintest idea abut…
●T my mind…
●I'd just like t say…
●As far as I'm cncerned…
●T be hnest/frank…
● If yu ask me…
Step 5 Expansin and practice
Read and cmplete the passage with crrect wrds.
Jane is sharing an article abut mral dilemmas with her friend Luke. This article mentins a girl t_____ the entrance exam fr a famus medical university in Beijing. During the exam, the student next t her_____. The girl stpped t help the student, t_____ that it was better t p____ the needs f the ther persn f_____. Althugh the girl l_____ the exam that day, she became a great dctr. Her name was Lin Qiazhi, wh was famus fr c_____fr tens f thusands f wmen and their babies in China.
2.Check the answers with class. (Answers: taking, fainted, thinking,put,first,left, caring)
Step 6 Prnunciatin
1. The teacher plays the tape. The students match the three dialgues in activity 1 with the three functins f rising key listed in the bx n the right accrding t the sentence meaning and cntext.Teachers and students check the answers.
2. The teacher rganizes grup discussins and asks the students t fill in the dialgue accrding t their imaginatin.After the discussin, the teacher asked different grups t act ut the dialgues.
3.Mark,listen and read.
(1) Students read the dialgue in activity 2 in pairs and mark the place where the rising key shuld be used.
(2) Students discuss with their partners, check each ther's marks, and try t read the dialgue alud.
(3) The teacher plays the recrding f activity 2, and the students check whether the rising key they marked is crrect.Teachers and students check the answers and ask several students t explain the meaning f each rising tne.
(4) The teacher plays the tape again. The students listen t the tape and fllw the cnversatin.
(5) Students practice dialgue with their partners t further feel the meaning and functin expressed by each rising tne.
Step 7 Listening and talking
Activity 1 Listening understanding
(1) Students can brwse the three questins in activity 1 t understand what they need t hear.Play the tape and students cmplete activity 1.
(2) Students read the shrt passage in activity 2, get the gist f the stry and try t pre-fill in the infrmatin.
(3)Listen and fill in the blanks.T: let's listen t the tape again.Teachers and students check the answers.
(4) Listen t the passage and find ut the wrds (such as chesin) r sentence patterns that can be used t tell the stry.
Activity 2 Oral expressin
(1)The teacher plays a shrt film and asks the students t watch and retell the vide r perfrm in class.
(2) students are divided int grups accrding t the requirements f activity 3. Each student shares a stry f persnal experience r hearing-witnessing kindness, and then selects the mst tuching stry in the grup and shares it with the whle class.Befre the students share the stry, the teacher can instruct them t use the wrds and sentence patterns in the bx t express. Fr example, the wrds in the bx can be classified:
Time rder: first f all,then, after that, later, finally lgical relatinship :s, hwever, althugh,but
Teachers can als apprpriately add sme transitinal language t enrich students' expressin:
Afterwards, afterwards, at last, in the end, eventually
Spatial rder: next t, far frm, n the left, in frnt f
Otherwise, nevertheless, as a result, therefre, furthermre, in additin, as well as
Summary: in a wrd, in shrt, n the whle, t sum up, in brief
Step 8 Hmewrk
1. Understand the definitin f "mral dilemma" and establish a crrect mral view;
2. Accumulate vcabulary abut attitudes and emtins in listening texts and use them t express yur wn views;
3. Cmplete relevant exercises in the guide plan.
通过本节内容学习，学生能否理解理解“道德困境”的定义；
通过本节内容学习，学生能否通过说话人所表达的内容、说话的语气、语调等来判断其态度和情绪；
通过本节内容学习，学生能否针对具体的道德困境发表自己的看法和见解，能否掌握听力理训练中的听力策略。