1、Unit 2 Morals and VirtuesPeriod 1 Listening & Speaking and Listening &Talking 【教学目标】1. Enable students to learn to tell a story explaining the value of small acts of kindness, and guide students to analyze and review a fable about personal responsibility to the community.2. Let students learn to res
2、earch what others have said about the virtues, and logically categorizes these sayings. 3. Students can use the information in the class to reflect upon their own lives and make better choices on how they will live their daily lives and make preparations for their futures. 4. Cultivate students skil
3、ls for listening and speaking.【教学重难点】1. Help students to understand the definition of moral dilemmas.2. Guide students to judge ones attitude or feelings by paying attention to contents the speaker expresses, the speakers tone and intonation, etc.3. Inspire students to express their own opinions for
4、 specific moral dilemmas.4. Guide students to know that how to affect others by own benevolence; moreover, if so, better social atmosphere will be created.Part 1: Listening and Speaking【教材分析】Talk about moral dilemmasListening and Speaking introduces the topic of “Morals and Virtues”. The listening t
5、ext shows one dialogue between two friends-Jane and Luke with respect to the problem of moral dilemmas. In the dialogue, the problem is used to the idea of shaping their own lives through conscious life choices that involve value judgments, using the lives of Dr. Lin Qiaozhi and Norman Bethune as ex
6、ample. Besides, in these dialogues, some important language expressions are also involved. After listening the text, students will grasp some important expressions in English 【教学过程】Step 1: Lead inIntroduce the topic of moral dilemmas and provide a warm-up for the activities which follow.Before stude
7、nts listen to the tape, look at the definition and picture below. Then discuss the questions with their group.(1) What moral dilemma is the boy in the picture facing?(2) Have you ever faced a moral dilemma or heard of someone who did? Describe it.(3) What is happening in the picture? Can you use one
8、 or two sentences to describe the situation? (Who? When? Where? What? )(4) What are the two possible choices that the boy could make?(5) Could he do both? Why?(6) What will happen if he helps the old woman? (7) If you were the boy, what should you do and what would you do? Step 2: DiscussionThe teac
9、her organizes students to carry out the group discussion. The teacher asks several students to describe the picture in activity 1 in a few words, and then organizes students to discuss the second question to think deeply some moral dilemmas they have experienced or they have seen and heard, and to d
10、escribe these phenomena by language-organizing. The teacher will also provide some pictures or videos and show some social cases with real and positive energy. On one hand, the teacher shall guide students to carry out the brief description, on the other hand, the teacher shall make positive moral e
11、ducation penetrate into their discussion.Step 3: Listening1. (1) Students browse the table in activity 2, predict the listening content and also prefill the blank according to their prediction.(2) Before the teacher plays the tape for the first time, the teacher shall remind students of keeping a re
12、cord of key words. After students complete the task, at first, they discuss answers with their peer, and then the teacher checks the results together with students.2. (1) Students browse requirements regulated in activity 3, and understand the listed sentences.(2) The teacher guides students to care
13、fully read listening for attitudes, then based on the contents and peoples attitudes of listed five sentences, let students predict or think sentence patterns, the rhythm of speaking, tones or intonation possibly used in the listed five sentences.(3) The teacher can inspire students thinking by usin
14、g following sentences, even let students express their proper reflection: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 doubtful about your friends words, what expressions would you use?How would you express
15、 your admiration for someone?3. When students listen the tape for the second time, they shall pay attention to the attitudes two speakers express in the dialogue, completing activity 3.4. The teacher play the tape again, and remind students of recording two peoples choice of words and key words, mar
16、king related voices and tones, in order to find reasonable ground and foundation for their judgments. If necessary, the teacher also asks other students replenish related information or play key sentences in the tape again when checking the answers.5. Students look at three questions in activity 4,
17、knowing about some important information during the listening, then when listening the tape for the fourth time, students shall record some key words. When checking answers, the teacher shall guide students to learn to fluently answer related questions by using complete sentences.6. The teacher make
18、 students imitate peoples pronunciation and intonation to practice themselves again and again.Step 4: homeworkThink about what you would do if you were ever faced with the same situation as the girl. Then share your thoughts with your classmates, and explain the reasons for your choice.Example：A: If
19、 I were ever in a situation like the girl faced, I think I would choose toB: Why? Are you sure?C: Because I think thatis most important. What about you?B: I think I wouldPronunciation 1. Listen to the conversations and match each rising intonation with its meaning.2. Read the conversation and mark i
20、n correct places. Then listen to the recording to check. Notice the meaning of each rising intonation.Part 2: Listening and TalkingTalk about the importance of kindness【内容分析】The activity theme in the module is to “Talk about the importance of kindness”. This module mainly makes students listen to a
21、story about passing the love, then let them imitate, practice related contents and tell love story happening to them.【文本分析】Listening text is about one radio show, after the host briefly introduces program name and guests, as the Key Speaker, Kevin, one guest, introduces the conception of Paying It F
22、orward activity, shares songs and stories which it originates from as the inspiration of the activity, explains the ways carried out and its meaning, and encourages audience from participating into the activity of passing friendship. Because the core content of the text is the story line of the song
23、-“The Chain of Love”, rather than some peoples personal experience, Kevin mainly uses present tense during his telling. Besides, in the text, there are many conjunctions often used in telling stories, such as but, instead, later, etc.【教学过程】Step 1:(1) Students browse three questions in activity 1 and
24、 know some information that they need to listen to.(2) The teacher play the tape, and students finish activity 1.Step 2: Students shall browse the paragraph in activity 2, knowing the outline of the story and trying to prefill related information.Step 3: (1) When the teacher plays the tape, students
25、 listen to the tape, filling the blank.(2) Then the teacher plays the tape, students shall replenish or modify related contents.Step 4:The teacher shows the transcript of the listening, guiding students to find some words (for example cohesive markers) or sentence patterns used for narrating stories
26、 in the text, making good preparations for latter oral expression. Some words and expressions are as follows, which may help you.Step 5：HomeworkLet students make outline of what they want to say, and look up key words beforehand, For example, students can follow such an outline:Induction (background; when and where the story took place)Narrative (what happened step by step)Conclusion (why it is important or why remember it)Students can write their outline with the key words on note cards and use this to help in their presentation.
