人教高中英语【新教材精创】2.1 Listening and Speaking 教学设计（1）-人教版高中英语必修第三册.docx

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1、普通高中英语（2019版）必修第三册 Unit 2 Morals and virtues 教学设计Period 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 about moral 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

2、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 to observe pictures and describe the moral dilemmas faced by the people in the pictures;2. Let students correctly understand the definition of moral dilemma through listening activities, and realize that

3、 moral dilemma exists in everyones real life;3. Improve students skills of seeing and speaking through listening training, so that students can understand the general idea of listening materials, understand the attitudes and emotions of the characters in the dialogue, and sort out the acquired conte

4、nt information; guide students to tell stories about good deeds they have experienced or heard about. Importance:1. Help students understand the definition of moral dilemma;2. Guide students to judge the attitude and mood of the speaker by paying attention to the content, tone and intonation of the

5、speaker.3. Encourage students to express their views and opinions on specific moral dilemmas. Guide students to tell stories about good deeds they have experienced or heard about. Guide students to tell stories about good deeds they have experienced or heard about.Difficulties:1. Ask students to und

6、erstand the general idea of the listening materials and understand the attitudes and emotions of the characters in the dialogue.2. Let students express their views and opinions on specific moral dilemmas.3.Guide students to tell stories about good deeds they have experienced or heard about.1. Before

7、 class, students observe the pictures in the textbook, discuss with each other the scenes shown in the pictures, speculate on the psychology of the characters, and describe the psychological activities of the boys;2. Ask students to discuss the situation in the picture, imagine the possible results

8、of helping the elderly, and let students express their own opinions and reasons;3. Correctly understand the definition of moral dilemma in combination with the exercises in the guidance plan.Step 1 Lead-in1. Students observe the topic picture. The teacher first guides the students to talk about and

9、describe the topic map, and then combines the problems in the Look and discuss to inspire the students to think about the following questions:What do you think the teenagers are doing?Can you list some virtues that are admired in every culture?2. Then teacher asks again: “What qualities and personal

10、ities do you think are the most important when people are doing teamwork? ”and Get the students to brainstorm a list of nouns and adjectives related to quality, such as: generosity,friendship,hope,giving,kindness,caring,thankfulness,helpfulness, trust,responsibility,etc.3. Appreciate famous quotes.T

11、he students read the quotation on the opening page. The teacher asks:How do you understand the quote?Can you translate it into 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。4. The teacher adds some famous sayings about should or should. Let the students say what they mean and express their u

12、nderstanding.*The best way to find yourself is to lose yourself in the service of others. Mahatma Gandhi*The superior man thinks always of virtue; the common man thinks of comfort. Confucius*Virtue,perhaps,is nothing more than politeness of soul. Honore de BalzacAnswers: 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

13、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 talkingActivity 11. Students read the definition of moral dilemma in the picture and observe the picture.On the basis of understanding, the scene shown in the picture is described, the psychology of the characters is speculated, and the inner ac

14、tivities of the boy are described.The teacher provides some questions for students to discuss:What is happening in the picture? Can you use one or two sentences to describe the situation(Who? When? Where? What?)What are the two possible choices that the boy could make?Could he do both?Why?What will

15、happen if he helps the old woman?What may happen if he doesnt help the old woman?If you were the boy, what should you do and what would you do?Finally, teacher asks a question to guide students to understand the meaning of the virtue dilemma.If everyone is worried about the price of helping others,

16、what will happen?2. Teacher asks several students to describe the picture and get them to discuss the second question. Guide students to understand the virtue dilemma in a positive way.Step 3 ListeningActivity 21. Students browse the form in activity 2, predict the listening content, and fill in the

17、 answers according to the guesses.2. Check the answers with class: a famous medical university; finish the exam; stop and help the girl; She will get into medical university, the girl might not get the help she needs; She can put the needs of the other person first, give up her chance to get into th

18、e medical universityActivity 31.Read the tasks in activity 3 and understand the sentences.The teacher instructs the students to read the listening strategies carefully, and then asks the students to predict or imagine the possible expression patterns, rhythm, tone and intonation of the relevant peop

19、le based on the content of the five sentences listed and the attitudes of the people.Ask the students to imagine the following questions and let them act out a reasonable response.Imagine you are eager to share a piece of news or an interesting story with your friend.What would you do or what would

20、you say?If you are doubtful about your friends words, what expressions would you use?How would you express your admiration for someone?What would you say if you dont believe something is true?What would you say when you are curious about the development of a story?2.Students listen to the tape again

21、 and pay attention to the attitudes expressed by the two characters. Complete the Activity 3.3.The teacher plays for the third time, remind the students to record the expressions and key words of the two characters and mark the relevant pronunciation and intonation, to find a reasonable reason and b

22、asis for their own judgment.4.Then the students check the answers. When the students provide the answers, they must state the reasons for their judgment.(Answers: 1.T 2.T 3.T 4.T 5.F)Activity 41.Look at the questions in activity 4 to learn the key information you need to hear. Then listen to the tap

23、e with the questions for the fourth time and record the key words as you listen.When the teacher and students check the answers, the teacher can remind the students to connect the key words they recorded into sentences, and then answer the questions in complete sentences fluently.Suggested Answers:S

24、he carried the student to a safe place and looked after her. Then she went to the hospital with the student and called her sister.Her name was Lin Qiaozhi. She later became a great doctor. She was famous for caring for tens of thousands of women and their babies.Her life was full of hard choices but

25、 she didnt let them stop her from taking care of people who were in need. She always cared for others more than for herself.2.Lets listen to the tape and read after the speaker.Step 4 SpeakingActivity 51.The teacher organizes students to make up small dialogues in pairs.Teacher can ask a few student

26、s to have an impromptu conversation with themselves first, for the class to demonstrate. E.g.T: If you were faced with a similar situation, what would you do?S: I think I would choose to help the student because life matters most.T: So you would do as Lin Qiaozhi did. Thats really admirable.Teachers

27、 can also put forward some extended questions to give students the space to think, express and play.Such as:Apart from helping the student and finishing the exam, is there a third choice? Can you think of better ways to handle the dilemma?Are you sure you know how to help the student who fainted?o W

28、hat kind of help could you offer?Do you think it would be better for a professional doctor to care for the patient?What do you think of the people who stand by when such accidents happen? Do you think they are indifferent or not kind to others?2.Students discuss in groups and then present the dialog

29、ue to the class.For students to make the choice, the teacher should give the evaluation in time, guide the students to maintain a positive, optimistic, friendly, mutual attitude towards life.Teachers can also add some expressions for students reference:In my opinion/view Generally speaking, Personal

30、ly, I dont have the faintest idea aboutTo my mindId just like to sayAs far as Im concernedTo be honest/frank If you ask meStep 5 Expansion and practice1. Read and complete the passage with correct words.JaneissharinganarticleaboutmoraldilemmaswithherfriendLuke.Thisarticlementionsagirl t_ theentrance

31、examforafamousmedicaluniversityinBeijing.Duringtheexam,thestudent next to her_. Thegirlstoppedtohelpthestudent,t_ thatitwasbettertop_ the needsoftheotherpersonf_. Althoughthegirll_ theexamthatday,shebecameagreat doctor.HernamewasLinQiaozhi,whowasfamousforc_fortensofthousandsofwomenand theirbabiesinC

32、hina.2.Check the answers with class. (Answers:taking,fainted,thinking,put,first,left,caring)Step 6 Pronunciation1. The teacher plays the tape. The students match the three dialogues in activity 1 with the three functions of rising key listed in the box on the right according to the sentence meaning

33、and context.Teachers and students check the answers.2. The teacher organizes group discussions and asks the students to fill in the dialogue according to their imagination.After the discussion, the teacher asked different groups to act out the dialogues.3.Mark,listen and read.(1) Students read the d

34、ialogue in activity 2 in pairs and mark the place where the rising key should be used.(2) Students discuss with their partners, check each others marks, and try to read the dialogue aloud.(3) The teacher plays the recording of activity 2, and the students check whether the rising key they marked is

35、correct.Teachers and students check the answers and ask several students to explain the meaning of each rising tone.(4) The teacher plays the tape again. The students listen to the tape and follow the conversation.(5) Students practice dialogue with their partners to further feel the meaning and fun

36、ction expressed by each rising tone.Step 7 Listening and talkingActivity 1 Listening understanding(1) Students can browse the three questions in activity 1 to understand what they need to hear.Play the tape and students complete activity 1.(2) Students read the short passage in activity 2, get the g

37、ist of the story and try to pre-fill in the information.(3)Listen and fill in the blanks.T: lets listen to the tape again.Teachers and students check the answers.(4) Listen to the passage and find out the words (such as cohesion) or sentence patterns that can be used to tell the story.Activity 2 Ora

38、l expression (1)The teacher plays a short film and asks the students to watch and retell the video or perform in class.(2) students are divided into groups according to the requirements of activity 3. Each student shares a story of personal experience or hearing-witnessing kindness, and then selects

39、 the most touching story in the group and shares it with the whole class.Before the students share the story, the teacher can instruct them to use the words and sentence patterns in the box to express. For example, the words in the box can be classified:Time order: first of all,then, after that, lat

40、er, finally logical relationship :so, however, although,butTeachers can also appropriately add some transitional language to enrich students expression:Afterwards, afterwards, at last, in the end, eventuallySpatial order: next to, far from, on the left, in front ofOtherwise, nevertheless, as a resul

41、t, therefore, furthermore, in addition, as well asSummary: in a word, in short, on the whole, to sum up, in briefStep 8 Homework1. Understand the definition of moral dilemma and establish a correct moral view;2. Accumulate vocabulary about attitudes and emotions in listening texts and use them to express your own views;3. Complete relevant exercises in the guide plan.1、 通过本节内容学习，学生能否理解理解“道德困境”的定义；2、 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；3、 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。