人教版（2019）必修 第三册Unit 2 Morals and Virtues单元教学设计

Unit Teaching Plan
Book2Unit3:Morals and Virtues
I. Unit Overview
1. Theme
Centered on "Morals and Virtues", this unit explores the moral concepts and fine qualities advocated by different cultures, focusing on famous figures' selfless dedication, ordinary people's kindness and friendship, the responsibility to address social issues, and the inheritance of traditional Chinese virtues. It guides students to understand moral dilemmas, establish correct moral values, and practice virtues in real life.
2. Textbook Analysis
The unit consists of diverse text types, including famous quotes, dialogues, biographies, interviews, fables, narratives, and video interviews. Each text revolves around the core theme, with specific content and themes as follows:
Text Text Type Content Theme
Opening Page Famous Quotes (Theme Picture) The best part of a good person's life consists of small, unnamed, and unremembered acts of kindness and love. How to practice virtues and their importance
A Moral Dilemma Dialogue (Listening & Speaking) The choices made by gynecologist Lin Qiaozhi in a "moral dilemma" in her early years, the reasons behind them, and the outcomes. Moral choices of famous domestic figures
Mother of Ten Thousand Babies Biography (Reading) The life choices of Lin Qiaozhi, the reasons behind them, and the moral values reflected. Moral choices and values of famous domestic figures
Henry Norman Bethune Biography (Reading) The life story and evaluations of the famous doctor Norman Bethune. Moral choices and values of famous foreign figures
Chain of Love Interview (Listening) Stories of ordinary people passing on love inspired by a song. How to pass on love among strangers
The Stone in the Road Fable and Story Comment (Reading & Writing) Different reactions of various characters to "a stone in the middle of the road" and the final outcome. The importance of ordinary people taking responsibility for social issues
The Taxi Ride I’ll Never Forget Narrative (Reading) A taxi driver inspires a terminally ill patient through quiet companionship. How ordinary people warm and inspire others through small acts of kindness
Confucius and Ren Expert Interview (Video) The connotation and significance of Confucius' advocacy of "Ren". Moral concepts and fine qualities advocated by traditional Chinese culture and their significance
3. Key Concepts
Summarize the moral values and fine qualities universally advocated by different cultures.
Practice morality and virtues in various real-life scenarios.
II. Student Analysis
1. Topic Familiarity
Students have a basic understanding of morals and virtues in daily life but lack in-depth thinking about the concept of "moral dilemma" and are not very familiar with Lin Qiaozhi's life story.
2. Language Proficiency
Students have mastered some vocabulary related to the topic but struggle to accurately describe morals and virtues in English.
3. Class Overall Situation
This unit is designed for senior one students. The class is generally active in class, with quick thinking and a positive attitude towards English learning. However, their after-class autonomous learning habits are not good, and some students have a weak foundation.
III. Teaching Objectives
1. Language Ability
Phonetics: Review the usage rules and expressive meanings of rising intonation in English phonetics, and correctly use rising intonation according to contextual needs to make oral expression more accurate and natural.
Vocabulary: Correctly use the words and chunks of this unit.
Grammar: Understand the functions and meanings of the -ing form as an adverbial and an object complement, and correctly describe characters' behaviors, actions, life experiences, etc.
Discourse: Read biographies to understand characters' life stories, analyze their personalities and qualities, and comprehend "moral dilemmas" in life. Read fables to understand the content and implied moral educational significance.
Expression: Be able to tell a story of treating others with kindness. Be able to write a comment on a moral fable.
Comprehension: Distinguish the speaker's attitude according to the content, phonetics, intonation, speed, pauses, etc. Extract facts and details from articles through reading and draw reasonable conclusions based on this information. Distinguish the pragmatic differences between some synonyms and use them correctly according to the context.
2. Learning Ability
Cultivate the ability to extract key information from various types of texts.
Develop the habit of independent thinking and cooperative learning through group discussions and other activities.
Master effective learning strategies for biographies, fables and other text types, such as skimming, scanning, and analyzing the structure of the text.
3. Cultural Awareness
Understand the moral concepts and fine qualities commonly advocated by people from different cultural backgrounds.
Learn and understand Confucian thought of "benevolence, righteousness, propriety, wisdom and trustworthiness", establish correct moral values and values, consciously abide by and practice Chinese virtues, and strive to spread and promote excellent traditional Chinese culture.
4. Thinking Quality
Sort out and refine the moral standards and virtues generally recognized and praised by different nations in the world.
Be able to identify moral dilemmas, conduct objective analysis, break fixed thinking modes, learn to view problems comprehensively, objectively and rationally, and then have a deeper thinking and understanding of morality and human nature.
IV. Key and Difficult Points
1. Key Points
Make reasonable inferences and summaries of characters' personalities and qualities based on details.
Understand the functions and meanings of the -ing form as an object and an adverbial.
Correctly use the -ing form to describe characters' behaviors and actions.
Guide students to identify the genre characteristics and language features of biographies.
2. Difficult Points
Accurately understanding and analyzing moral dilemmas in texts and real life.
Flexibly using the -ing form in practical writing and oral expression.
Deeply understanding the cultural connotation of moral concepts in different cultures and internalizing them into their own moral beliefs and behaviors.
V. Teaching Arrangement
Lesson Type Teaching Content Class Hours
Listening & Speaking A Moral Dilemma 1 period
Reading for Thinking Mother of Ten Thousand Babies 2 periods
Grammar Class Discover Useful Structures (the -ing form) 1 period
Reading & Writing The Stone in the Road (Writing a review) 2 periods
Review & Consolidation Unit knowledge integration and application 1 period
VI. Detailed Teaching Procedures
1. Listening & Speaking Class: A Moral Dilemma
Step 1: Lead-in (5 minutes)
Activity 1: Watch a short play about moral dilemmas, and discuss the man's choices and the possible consequences of each choice.
Explain the concept of "moral dilemma": A situation in which you have two or more difficult choices to make. If you choose one, you might get in trouble for not choosing the other(s).
Step 2: Before-Listening (10 minutes)
Activity 2: Look at the pictures and work in groups to describe what you can see according to the following questions:
What are the two possible choices that the boy could make
What will happen if he helps the old woman
What will happen if he doesn’t help the old woman
Step 3: While-Listening (15 minutes)
Activity 3: Listening for details. Listen to the conversation and complete the table to describe the moral dilemma that Jane is talking about.
Situation The girl's choices Possible results
The girl is taking the entrance examination for a famous medical university in Beijing. During the exam, the student next to her fainted. Finish the exam. 2. Stop and help the girl. 1. Get into the medical university, but the girl might not get the help she needs. 2. Put the needs of the other person first, but give up the chance to get into the medical university.
Activity 4: Listening for attitudes. Listen again and decide whether the statements are T (True) or F (False).
Jane is eager to share the magazine article with Luke. (T)
Luke doubts that young people face moral dilemmas all the time. (T)
Jane admires what the girl in the story did. (T)
Luke doesn't believe anybody would do what the girl in the story did. (T)
Jane wonders how the girl became a doctor later. (F)
Step 4: Post-Listening (10 minutes)
Activity 5: Discussing and sharing thoughts in groups. Talk about what you would do if you were ever faced with the same situation as the girl. Then share your thoughts with your group, and explain the reasons for your choice.
Activity 6: Creative thinking. Apart from helping the student and finishing the exam, is there a third choice Can you think of a better way to handle the dilemma
Step 5: Summary and Homework (5 minutes)
Summary: Review the key points of the listening material and the concept of moral dilemma.
Homework:
Write a summary about Lin Qiaozhi.
Read the sentences on page 15 and pay more attention to pronunciation.
2. Reading for Thinking Class: Mother of Ten Thousand Babies
Period 1: Pre-reading and Fast-reading
Step 1: Lead-in (5 minutes)
Discuss important life choices with students, such as career, family, education, etc. Then introduce: "Now, let's read a text to know Dr Lin's life choices!"
Step 2: Pre-reading & Fast-reading (20 minutes)
Activity 1: Prediction. Look at the title "Mother of Ten Thousand Babies" and the pictures, then answer the question: What might the passage be about (Tips: A female doctor who delivered a lot of babies.)
Activity 2: Skimming.
What type of writing is this passage (Biography)
Biography: A story of a person's life written by someone else.
Autobiography: A story of a person's life written by oneself.
Match the main ideas with the paragraphs.
Paragraph Main Idea
Para. 1 E. Lead in the passage using Lin Qiaozhi's words.
Para. 2 F. Lin chose to study medicine.
Para. 3 D. Lin Qiaozhi's learning experience.
Para. 4 C. Lin opened a private clinic to help the people.
Para. 5 B. The role Lin played in new China.
Para. 6 A. Summary of Lin Qiaozhi's life and achievement.
Step 3: Homework (5 minutes)
Preview the text carefully and underline the difficult words and sentences.
Period 2: Careful Reading and Post-reading
Step 1: Careful Reading (20 minutes)
Activity 1: Read for details. Underline all the timelines in the article and fill in the following table about Lin Qiaozhi's life choices and sacrifices.
Time Events Choices Sacrifice
1901 Lin Qiaozhi was born. - -
At the age of 5 Deeply affected by her mother's death. - -
At the age of 18 Faced the choice of marriage or studying medicine. Chose to study medicine. Gave up the traditional path of marriage.
Eight years later Graduated from Peking Union Medical College with the Wenhai Scholarship. Became a resident physician in the OB-GYN department of PUMC Hospital. -
Within six months Was named a chief resident physician. - -
After working for a few years Was sent to study in Europe and then the US. Rejected the offer to stay in the US. Gave up the opportunity to work abroad.
1941 Appointed director of the OB-GYN department of PUMC Hospital, but the department was closed due to the war. Opened a private clinic. Spent time and energy running the clinic to help the poor.
1954 Elected to the first National People's Congress. Focused on tending patients, publishing research, and training new doctors. Gave up more energy on political positions.
Over the next several decades Held many important positions. Still devoted to medical work. -
1983 Passed away. Did not retire until death. Devoted her entire life to medical career.
Activity 2: Answer the questions.
What is the purpose of quoting Lin Qiaozhi's words in the first paragraph (It helps us know Lin Qiaozhi better and introduces the topic.)
What is the function of the first paragraph (To introduce the topic.)
Step 2: Post-reading (15 minutes)
Activity 1: Think and answer. What was the main principle guiding Dr. Lin through the choices in her life (Putting others first and devoting her life to serving people.)
Activity 2: Discuss in groups. What kind of person do you think Lin Qiaozhi was (Devoted, selfless, determined, patriotic, hard-working, kind, responsible, considerate, generous, etc. Support with details from the text.)
Activity 3: Share personal experiences. Have you ever experienced a situation where it was hard to make a choice When facing such a situation, what principles do you hold and what qualities can you adopt from Lin Qiaozhi
Step 3: Homework (5 minutes)
Read the text again for in-depth understanding and share your favorite parts in the next class.
Complete relevant exercises in the Worksheet.
3. Grammar Class: Discover Useful Structures (the -ing form)
Step 1: Presentation (10 minutes)
Activity 1: Listen to an audio about a summary of Lin Qiaozhi. Students try to find the -ing form in it and observe and discuss the function and meaning of each -ing form.
Step 2: Practice (20 minutes)
Activity 2: Read "Mother of Ten Thousand Babies" again and try to find more usages of the -ing form.
Activity 3: Complete the sentences with the correct forms of verbs (Task 2 on page 18).
Activity 4: Group task. Read the short passage about Dr Bethune in Activity 3 on page 18 and answer the questions. Encourage students to use the -ing form when talking.
Why did Dr Bethune come to China
How did he help the Chinese people during the war
What did Chairman Mao Zedong say about him
What kind of person do you think Dr Bethune was
Step 3: Production (10 minutes)
Ask students to write 3-5 sentences about a person they admire, using the -ing form as an adverbial or an object complement. Then share their sentences in the class.
4. Reading & Writing Class: The Stone in the Road
Period 1: Reading and Analysis
Step 1: Lead-in (5 minutes)
Watch a video of "The Stone in the Road" to arouse students' interest.
Step 2: While-reading (20 minutes)
Activity 1: Read the story and answer the questions.
When and where did the story happen (Once upon a time in a local village.)
Who put the stone in the road (A king.)
What did he do after placing the stone and gold coins (He hid behind a huge maple tree and watched.)
Why did he do so (He wanted to teach his people a lesson that everyone should take responsibility for the community.)
Activity 2: Summarize the main idea. Write one sentence to summarize the key information of the story. (Example: A king wanted to teach his people a lesson, so he placed a large stone on the road, hid gold coins under it and watched people's responses.)
Activity 3: Discuss the theme. What do you think this fable is trying to tell us What does "stone" refer to in life (Tips: "Stone" can refer to difficulties, challenges, social problems, etc. The fable tells us that everyone should take responsibility for the community.)
Step 3: Homework (5 minutes)
Collect relevant expressions for writing a review and prepare for the next writing class.
Period 2: Writing and Revision
Step 1: Task Introduction (5 minutes)
Introduce the writing task: The school's Moral Lecture Hall holds an "English Fable Sharing Session" with the theme of exchanging views on "The Stone in the Road". Students need to write an English review to participate in the activity.
Step 2: While-writing (20 minutes)
Guide students to write the review according to the outline and useful expressions.
Outline:
Paragraph 1: Basic information about the story (title, type, main idea).
Paragraph 2: Analysis of the story (author's purpose, clarity of details, whether the purpose is achieved).
Paragraph 3: Personal opinion (likes, dislikes, whether to recommend it to others).
Useful expressions:
Basic information: This story is about...; The fable titled... is a... story; The author writes about...
Analysis of the story: The author uses this story to tell us...; The fable is intended to tell people...; The fable reflects that...
Personal opinion: After reading the story, I have a better understanding of...; I like the story because...; What impresses me most is...; I would love to share this story with...
Step 3: Post-writing (15 minutes)
Activity 1: Exchange drafts with a partner and use the checklist to give feedback.
Checklist:
Are there any grammar, spelling, or punctuation errors
Does the writer give a short description of the story
Does the writer use the -ing form as an adverbial in the review
Is the review well-organized
Does the writer give his/her opinion about the characters or their actions
Activity 2: Take back the draft, revise it according to the feedback, and then share the revised works in the class.
Step 4: Homework (5 minutes)
Revise the review based on the peer assessment and submit it in the next class.
5. Review & Consolidation Class
Step 1: Knowledge Integration (15 minutes)
Review the key vocabulary, phrases, and grammar (the -ing form) of the unit with students through games or quizzes.
Summarize the theme of the unit and the moral values reflected in each text.
Step 2: Comprehensive Application (20 minutes)
Group activity: "Moral Story Sharing". Each group selects a representative to share a moral story (either Chinese or foreign) in English, and analyzes the moral values in the story. Other groups can ask questions and discuss.
Step 3: Summary and Reflection (10 minutes)
Summarize the learning content and achievements of the unit.
Ask students to reflect on their own learning process, including what they have mastered, what difficulties they still have, and how to improve in the future.
VII. Assessment Methods
1. Process Assessment (60%)
Classroom performance: Participation in discussions, group activities, and answer accuracy (30%).
Homework completion: Quality of summaries, exercises, and writing assignments (20%).
Group cooperation: Performance in group tasks, such as communication, division of labor, and contribution (10%).
2. Summative Assessment (40%)
Unit test: Including listening, reading, vocabulary, grammar, and writing to comprehensively assess students' language ability and mastery of the unit content.
VIII. Teaching Resources
Textbook, audio and video materials of the unit.
Supplementary reading materials about moral stories and famous figures.
Multimedia equipment (projector, audio player, etc.).
Worksheets and assessment forms.