The objective the activity is to create an engaging task that compels students to actively utilize specific often complex, grammatical structures in a meaningful way. Rather than completing decontextualized grammar drills learners should employ conditional forms (What would you do if?), modal verbs for advice and obligation (should,must,could), and structures for expressing opinion and hypothesis to articulate their reasoning and navigate the ethical nuances of each scenario. This task-based approach ensures that grammar practice is not an end in itself but an essential tool for communication and critical thinking. The intended level of English proficiency for this task is at least an intermediate (B1) as they need a sufficient vocabulary base to discuss abstract concepts like justice or honesty and the grammatical competence to form coherent, multi-clause sentences that explain causes, consequences, and moral justifications.
Activity:
Read each of the following moral dilemmas, choose one dilemma that you find most interesting and write a thoughtful response to all four questions provided on the padlet
You find a wallet on the street. It contains a significant amount of cash, along with the owner's ID and credit cards. You could easily take the money and no one would ever know. However, you also have the address to return it.
What would you do immediately after finding the wallet? If you decided to keep the money, how would you justify your decision to yourself? How would you feel if you returned the wallet and the owner didn't even thank you? What is the core moral value in this situation: honesty or self-interest?
The Group Project:
You are working on a crucial group project. One member has done almost nothing, but on the day of the presentation, they are present and will receive the same grade as everyone else. The teacher asks the group, "Did everyone contribute equally?"
How would you answer the teacher's question in front of the whole group? What are the potential consequences of telling the truth for the group dynamic? Is it fair for a hard-working student to get the same grade as a lazy one? Should you talk to the lazy student in private first? What would you say?
The Lifeboat:
A ship is sinking, and there are four survivors in a lifeboat with capacity and provisions for only three people. If everyone stays, they will all die. If one person jumps overboard, the other three will survive.
What matters most, saving the greatest number of lives or the value of each individual life? If you had to decide, what criteria would you use to choose who should leave the lifeboat ( age, health, skills)? Is it morally different for a person to sacrifice themselves voluntarily versus the group forcing someone to leave? Would your perspective on this dilemma change if one of the survivors were a close family member or a loved one?
The objective the activity is to create an engaging task that compels students to actively utilize specific often complex, grammatical structures in a meaningful way. Rather than completing decontextualized grammar drills learners should employ conditional forms (What would you do if?), modal verbs for advice and obligation (should,must,could), and structures for expressing opinion and hypothesis to articulate their reasoning and navigate the ethical nuances of each scenario. This task-based approach ensures that grammar practice is not an end in itself but an essential tool for communication and critical thinking. The intended level of English proficiency for this task is at least an intermediate (B1) as they need a sufficient vocabulary base to discuss abstract concepts like justice or honesty and the grammatical competence to form coherent, multi-clause sentences that explain causes, consequences, and moral justifications.
ReplyDeleteActivity:
Read each of the following moral dilemmas, choose one dilemma that you find most interesting and write a thoughtful response to all four questions provided on the padlet
https://padlet.com/melanysabogal/moral-dilemmas-a07kh45pz14phukk
The Lost Wallet:
You find a wallet on the street. It contains a significant amount of cash, along with the owner's ID and credit cards. You could easily take the money and no one would ever know. However, you also have the address to return it.
What would you do immediately after finding the wallet?
If you decided to keep the money, how would you justify your decision to yourself?
How would you feel if you returned the wallet and the owner didn't even thank you?
What is the core moral value in this situation: honesty or self-interest?
The Group Project:
You are working on a crucial group project. One member has done almost nothing, but on the day of the presentation, they are present and will receive the same grade as everyone else. The teacher asks the group, "Did everyone contribute equally?"
How would you answer the teacher's question in front of the whole group?
What are the potential consequences of telling the truth for the group dynamic?
Is it fair for a hard-working student to get the same grade as a lazy one?
Should you talk to the lazy student in private first? What would you say?
The Lifeboat:
A ship is sinking, and there are four survivors in a lifeboat with capacity and provisions for only three people. If everyone stays, they will all die. If one person jumps overboard, the other three will survive.
What matters most, saving the greatest number of lives or the value of each individual life?
If you had to decide, what criteria would you use to choose who should leave the lifeboat ( age, health, skills)?
Is it morally different for a person to sacrifice themselves voluntarily versus the group forcing someone to leave?
Would your perspective on this dilemma change if one of the survivors were a close family member or a loved one?