高中英語(yǔ)必修三 2.1 Listening and Speaking 教學(xué)設(shè)計(jì)-

1、普通高中英語(yǔ)（2019版）必修第三冊(cè) Unit 2 Morals and virtues 教學(xué)設(shè)計(jì)Period 1 Listening and speaking本單元的Listening and Speaking板塊與后續(xù)的 Reading and talking灰塊關(guān)系密切,聽(tīng)力內(nèi)容為后面的閱讀內(nèi)容提供了話題和背景的鋪墊。這一板塊以“談?wù)摰赖吕Ь场?Talk about moral dilemmas)切入單元主題,介紹了什么是道德困境,探討了處于道德困境中的人所面臨的不同選擇和結(jié)果,以及選擇背后所隱含的道德觀和處事原則。探討這些問(wèn)題,主要是為了讓學(xué)生了解和感受道德困境在日常社會(huì)生活中的普遍性

2、和復(fù)雜性,能夠結(jié)合自身的體驗(yàn)和生活經(jīng)驗(yàn)反思與道德困境相關(guān)的實(shí)際問(wèn)題,提升辯證思維能力,使其能夠更加全面客觀地觀察和看待社會(huì)現(xiàn)象,以理性的態(tài)度認(rèn)識(shí)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-inStudents observe the topic picture. The teacher first guides the students to talk about and des

9、cribe 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?Then teacher asks again: “What qualities and personalities

10、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.Appreciate famous quotes.The studen

11、ts read the quotation on the opening page. The teacher asks:How do you understand the quote?Can you translate it into Chinese?Answer: 一個(gè)好人一生最好的部分，是他細(xì)小的、無(wú)名的、不被人記得的出于善良和愛(ài)的行為。The teacher adds some famous sayings about should or should. Let the students say what they mean and express their understanding

12、.*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: 發(fā)現(xiàn)自己最好的方法就是為他人服務(wù)。圣雄甘地高尚的人總是想到美德;普通人考慮的是舒

13、適。孔子美德也許只不過(guò)是心靈上的禮貌。巴爾扎克Step 2 Watching and talkingActivity 1Students 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 activities of the

14、 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 happen if he he

15、lps 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, what will happe

16、n?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 answers according

17、 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 the medical universi

18、tyActivity 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 people based on the co

19、ntent 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 you say?If you are

20、 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 and pay attention

21、 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 basis for their own

22、 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 tape with the questio

23、ns 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:She carried the stu

24、dent 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 she didnt let the

25、m 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 students to have an impro

26、mptu 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 can also put forw

27、ard 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 What kind of help c

28、ould 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 dialogue to the class.Fo

29、r 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, Personally, I dont have th

30、e faintest idea aboutTo my mindId just like to sayAs far as Im concernedTo be honest/frank If you ask meStep 5 Expansion and practiceRead and complete the passage with correct words.JaneissharinganarticleaboutmoraldilemmaswithherfriendLuke.Thisarticlementionsagirl t_ theentranceexamforafamousmedical

31、universityinBeijing.Duringtheexam,thestudent next to her_. Thegirlstoppedtohelpthestudent,t_ thatitwasbettertop_ the needsoftheotherpersonf_. Althoughthegirll_ theexamthatday,shebecameagreat doctor.HernamewasLinQiaozhi,whowasfamousforc_fortensofthousandsofwomenand theirbabiesinChina.2.Check the answ

32、ers 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 and context.Teachers

33、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 dialogue in activity 2

34、 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 correct.Teachers and

35、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 function expressed by ea

36、ch 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 gist of the story and

37、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 Oral 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