高中英语外研版 (2019)必修 第三册Unit 2 Making a difference教学设计

这是一份高中英语外研版 (2019)必修 第三册Unit 2 Making a difference教学设计，共4页。

Develping ideas板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与自我—做人做事—优秀品行
内容分析
本板块呈现了从另一角度反映单元主题的课文，语篇类型为人物介绍。教师引导学生通过阅读Nichlas Wintn 的生平，了解他的国际主义精神和对社会的贡献，通过问题引导学生深入思考他的事迹及其影响，并启发学生联想和搜集有类似事迹的中国人的故事，在全班分享。读写部分的范文是屠呦呦的简历，学生需要从中提取信息，结合前面学过的课文的文体和结构为屠呦呦写一篇人物小传，初步掌握人物传记的文体特征和写法。
教学目标
1. 理解课文内容，了解Nichlas Wintn的生平和他为社会所做的贡献；
2．按照时间线梳理Nichlas Wintn的生平，并概括出人物传记类文本的行文组织方式和关键要素；
3. 通过思考和分析问题，深入理解Nichlas Wintn事迹的影响，表达自己的观点和感情；
4. 通过了解中国人在二战中的事迹，关注世界和平和人类正义的话题，对于人类命运共同体形成初步意识；
5. 读懂屠呦呦的简历，并根据简历内容写出屠呦呦的简略传记；
6. 根据写作评价标准，评价同学的作业，并能反思并改进自己的作业。
教学重点
1. 按照时间线梳理Nichlas Wintn的生平，并概括出人物传记类文本的行文组织方式和关键要素；
2. 读懂屠呦呦的简历，并根据简历内容写出屠呦呦的简略传记。
教学难点
1. 通过思考和分析问题，深入理解Nichlas Wintn事迹的影响，表达自己的观点和感情；
2. 根据写作评价标准，评价同学的作业，并能反思并改进自己的作业。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T draws Ss’ attentin t the title, and asks whether they knw wh Schindler is.
2. T intrduces Activity 1 and asks Ss t predict what Wintn might have dne based n the wrd clud, the tw pictures, and the title.
3. T cllects answers frm Ss.
1. Ss share what they knw abut Schindler.
2. Ss predict what the man might have dne as required.
3. Ss share answers in pairs and then in class.
T activate Ss’ backgrund knwledge and stimulate Ss t explre mre thrugh predicting.
Activity 2
&
Learning t learn
1. T asks Ss t read the bigraphy and check the predicatins.
2. T guides Ss t summarize the main idea f the text with ne sentence.
3. T invites ne student t read ut “learning t learn”, and then ask Ss t answer: what is a bigraphy? Hw are mst bigraphies rganized?
1. Ss read the text and check their predictins.
2. Ss use ne sentence t summarize the main idea f the text.
3. Ss read “learning t learn” and answer tw questins frm the T.
T train Ss’ ability f summarizing the main idea. T help Ss understand the style and key elements f bigraphies which will be applied t their writing task.
Activity 3
1. T asks Ss t read the text carefully and match the events t the years in which they happened (If Activity 3 is nt challenging enugh, T can als ask Ss t draw a timeline t nte dwn the key events in Wintn’s life.
2. While checking answer, T draws a timeline n the blackbard with key wrds.
3. T guides Ss t retell Wintn’s life stry accrding t the timeline.
1. Ss read the text again and finish Activity 3.
2. Ss share answers in class.
3. Ss retell Wintn’s life stry accrding t the timeline.
T guide Ss t understand hw this bigraphy is rganized by srting ut the main events.
Think & Share
1. T asks Ss t discuss the first three questins in grups.
2. T invites Ss t vice their pinins n the first questin. (T can als prvide backgrund infrmatin if necessary.)
3. T cntinues t ask why this parting scene at Prague’s Wilsn Statin is described in Paragraph 1.
4. When cllecting answers t the third questin, T prvides mre vcabulary t enrich Ss’ expressins.
5. T asks Ss the last questin, if Ss dn’t knw any, T prvides infrmatin f He Fengshan, and asks Ss t search mre infrmatin f this kind and think abut why peple arund the wrld risked their lives t help and cntribute during WWII.
1. Ss discuss the first three questins in grups.
2. Ss vice their pinins n the 3 questins.
3. Ss listen carefully t the respnse frm T and ther Ss and think actively t give prmpt respnse.
4. Ss listen t the stry f He Fengshan and think why peple arund the wrld wuld like t risk their lives t help the refugees during WWII.
T guide Ss t have an in-depth understanding f the text frm multiple perspectives.
T help Ss t put frward their wn pint f view thrugh analyzing the text, discussing and sharing infrmatin as well as judging the text.
Activity 4
1. T grups Ss and asks them t cmplete the table.
2. T explains hw Ss shuld rganize their talk by fllwing the secnd step.
3. T asks Ss t plan their talk in grups.
4. T invites Ss t share their talk in class.
1. Ss wrk in grups t cmplete the table.
2. Ss fllw the secnd step t plan their talk.
3. Ss present their talk in class.
T cnslidate and integrate the language and cntent learnt.
Activity 5
1. T intrduces the writing task—writing a bigraphy f Tu Yuyu, and then invites Ss t share anything they knw abut Tu Yuyu.
2. T asks Ss t read Tu Yuyu’s CV individually first and then lets them wrk in grups t help each ther with any new wrd.
3. T asks Ss t fill in the bxes with the crrespnding infrmatin individually.
4. T draws Ss attentin t Useful Expressins, and explains hw t write a bigraphy and shws the criteria fr evaluatin befre setting the writing task.
1. Ss share anything they knw abut Tu Yuyu.
2. Ss read Tu Yuyu’s CV and wrk in grups t tackle new wrd barriers.
3. Ss fill in the bxes.
4. Ss learn abut the criteria fr writing first and then write.
T activate the backgrund infrmatin.
T familiarize Ss with the style f resume.
T help Ss grasp hw t rganize a bigraphy thrugh infrmatin classificatin.
T imprve Ss writing skill by prviding and explaining the criteria.
Activity 6
T explains hw t evaluate the bigraphy first, and then invites several Ss t share their bigraphy in class with the thers listening actively and giving evaluatin.
Ss share their bigraphies and evaluate.
T encurage Ss t imprve writing thrugh peer evaluatin.