外研版必修三 Unit 2 Making a difference—Starting out & Understanding ideas教案
文档属性
| 名称 | 外研版必修三 Unit 2 Making a difference—Starting out & Understanding ideas教案 |  | |
| 格式 | zip | ||
| 文件大小 | 19.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-22 21:13:59 | ||
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Unit 2 Making a difference
Starting out & Understanding ideas
【教材分析】
This lesson consists of two parts. The “Starting out” section of this unit presents a video on people’s good deeds for others, which guides students to think about valuable ideas the video conveys. In another class activity, students are asked to look at pictures of three people of different occupations and talk about their contribution to society and qualities they admire.
In the reading part, students will read a story about what Ryan did to help solve the problem of water shortage in Africa. Through task-based reading activities, students are expected to improve reading comprehension including skimming and scanning for detailed information of the reading text. Furthermore, the teacher will guide students to think deeply and explore the meaning of the topic.
【教学目标】
1. Guide students to talk about people making a difference so as to stimulate students’ interest in the topic.
2. Lead students to skim the text and quickly find relevant information in the text.
3. Guide students to explain the title of the article and give their good reasons.
4. Guide students to think about qualities of heroes and give a reasonable explanation based on the content of the text.
【教学重难点】
1. Activate students’ background knowledge and talk about different people, their typical deeds, contribution and outstanding qualities.
2. Skim and scan the text to learn the unique life experience of Ryan and explain the deep meaning of the title.
3. Guide students to recognize different personal qualities and talk about the thought-provoking influence those admirable persons have on students.
【教学过程】
Step 1 Starting out
1. Play the video to the students and then have them answer the questions offered in the text.
① What kinds of good deeds are shown in the video
② What idea does the video convey
2. Play the video again and check the answers with the class.
3. Divide students into groups and let them look at the pictures on page 13 and talk about the three people’s contribution and their outstanding qualities.
Role model Occupation His/her contribution and outstanding qualities
Bai Fangli
Florence Nightingale
Red Adair
4. Ask several students to report the results of the discussion. If time permits, guide students to think and give other inspirational examples who have similar qualities to help them expand their thinking.
Step 2 Pre-reading
1. Work in pairs. Have students identify the main information in the picture and discuss water problems in Africa.
2. Based on the background knowledge, students briefly put forward the possible solutions to supplying Africa with fresh water.
Collect and purify rainwater Fund water projects
Build wells and pumps Recycle waste water
Set up facilities to purify water Develop new water conservation technologies
More solutions:
Step 3 While-reading
1. Students read the text with the questions so as to identify the information that they should pay special attention to in the passage.
2. Ask the students to answer the questions and check the answers with the whole class.
Who is Ryan What did he do What was the result of his effort
Step 4 Further reading
1. Strengthen students’ understanding of the theme by choosing the best explanation of the title.
2. Check the answer with the class and ask some students to explain their choice.
3. Lead students to further understand the text and complete Ryan’s story with expressions from the passage. If possible, ask some students to retell the story.
Step 5 Post-reading: Think and share
1. Based on their own life, students are encouraged to expand and transfer their knowledge and abilities. Ask students to voice his or her opinion about Ryan’s virtues.
2. The teacher divides students into groups to talk about what he or she can do to help others in need.
Step 6 Language appreciation
1. Ryan had trouble believing the words spoken by his teacher that many people in developing African countries couldn’t get enough clean water.
[句式分析]have trouble (in) doing sth/ with sth意为“做某事有困难”，spoken by his teacher为过去分词短语作“后置定语”；句子“that many people in developing African countries couldn’t get enough clean water.为“同位语从句”解释名词the words。
[尝试翻译]瑞恩很难相信他的老师所说的非洲发展中国家的许多人得不到足够的清洁水。
2. The insight grew from the determined attitude of a six-year-old boy who had the courage and perseverance to make his dream a reality.
[句式分析]过去分词determined作“定语”修饰名词attitude；who had the courage and perseverance to make his dream a reality为“定语从句”修饰a six-year-old boy，其中to make his dream a reality为不定式短语作“后置定语”，make his dream a reality意为“使他的梦想成为现实”构成“动词+宾语+宾语补足语”（句法结构）。
[尝试翻译]这个顿悟来自于一个六岁男孩坚定的态度，他有勇气和毅力使他的梦想成为现实。
Step 7 Homework
1. Review the basic usage of the new words and expressions.
2. Write a speech about helping others in need.
3/3
Starting out & Understanding ideas
【教材分析】
This lesson consists of two parts. The “Starting out” section of this unit presents a video on people’s good deeds for others, which guides students to think about valuable ideas the video conveys. In another class activity, students are asked to look at pictures of three people of different occupations and talk about their contribution to society and qualities they admire.
In the reading part, students will read a story about what Ryan did to help solve the problem of water shortage in Africa. Through task-based reading activities, students are expected to improve reading comprehension including skimming and scanning for detailed information of the reading text. Furthermore, the teacher will guide students to think deeply and explore the meaning of the topic.
【教学目标】
1. Guide students to talk about people making a difference so as to stimulate students’ interest in the topic.
2. Lead students to skim the text and quickly find relevant information in the text.
3. Guide students to explain the title of the article and give their good reasons.
4. Guide students to think about qualities of heroes and give a reasonable explanation based on the content of the text.
【教学重难点】
1. Activate students’ background knowledge and talk about different people, their typical deeds, contribution and outstanding qualities.
2. Skim and scan the text to learn the unique life experience of Ryan and explain the deep meaning of the title.
3. Guide students to recognize different personal qualities and talk about the thought-provoking influence those admirable persons have on students.
【教学过程】
Step 1 Starting out
1. Play the video to the students and then have them answer the questions offered in the text.
① What kinds of good deeds are shown in the video
② What idea does the video convey
2. Play the video again and check the answers with the class.
3. Divide students into groups and let them look at the pictures on page 13 and talk about the three people’s contribution and their outstanding qualities.
Role model Occupation His/her contribution and outstanding qualities
Bai Fangli
Florence Nightingale
Red Adair
4. Ask several students to report the results of the discussion. If time permits, guide students to think and give other inspirational examples who have similar qualities to help them expand their thinking.
Step 2 Pre-reading
1. Work in pairs. Have students identify the main information in the picture and discuss water problems in Africa.
2. Based on the background knowledge, students briefly put forward the possible solutions to supplying Africa with fresh water.
Collect and purify rainwater Fund water projects
Build wells and pumps Recycle waste water
Set up facilities to purify water Develop new water conservation technologies
More solutions:
Step 3 While-reading
1. Students read the text with the questions so as to identify the information that they should pay special attention to in the passage.
2. Ask the students to answer the questions and check the answers with the whole class.
Who is Ryan What did he do What was the result of his effort
Step 4 Further reading
1. Strengthen students’ understanding of the theme by choosing the best explanation of the title.
2. Check the answer with the class and ask some students to explain their choice.
3. Lead students to further understand the text and complete Ryan’s story with expressions from the passage. If possible, ask some students to retell the story.
Step 5 Post-reading: Think and share
1. Based on their own life, students are encouraged to expand and transfer their knowledge and abilities. Ask students to voice his or her opinion about Ryan’s virtues.
2. The teacher divides students into groups to talk about what he or she can do to help others in need.
Step 6 Language appreciation
1. Ryan had trouble believing the words spoken by his teacher that many people in developing African countries couldn’t get enough clean water.
[句式分析]have trouble (in) doing sth/ with sth意为“做某事有困难”，spoken by his teacher为过去分词短语作“后置定语”；句子“that many people in developing African countries couldn’t get enough clean water.为“同位语从句”解释名词the words。
[尝试翻译]瑞恩很难相信他的老师所说的非洲发展中国家的许多人得不到足够的清洁水。
2. The insight grew from the determined attitude of a six-year-old boy who had the courage and perseverance to make his dream a reality.
[句式分析]过去分词determined作“定语”修饰名词attitude；who had the courage and perseverance to make his dream a reality为“定语从句”修饰a six-year-old boy，其中to make his dream a reality为不定式短语作“后置定语”，make his dream a reality意为“使他的梦想成为现实”构成“动词+宾语+宾语补足语”（句法结构）。
[尝试翻译]这个顿悟来自于一个六岁男孩坚定的态度，他有勇气和毅力使他的梦想成为现实。
Step 7 Homework
1. Review the basic usage of the new words and expressions.
2. Write a speech about helping others in need.
3/3