外研版（2019）必修 第三册Unit 2 Making a difference Developing ideas板块教学设计
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| 名称 | 外研版（2019）必修 第三册Unit 2 Making a difference Developing ideas板块教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-01 11:07:00 | ||
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Unit2 Developing ideas板块教学设计
Developing 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Nicholas Winton 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Nicholas Winton的生平和他为社会所做的贡献； 2．按照时间线梳理Nicholas Winton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Nicholas Winton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Nicholas Winton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Nicholas Winton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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T draws Ss’ attention to the title, and asks whether they know who Schindler is. 2. T introduces Activity 1 and asks Ss to predict what Winton might have done based on the word cloud, the two pictures, and the title. 3. T collects answers from Ss. 1. Ss share what they know about Schindler. 2. Ss predict what the man might have done as required. 3. Ss share answers in pairs and then in class. To activate Ss’ background knowledge and stimulate Ss to explore more through predicting.
Activity 2 & Learning to learn 1. T asks Ss to read the biography and check the predications. 2. T guides Ss to summarize the main idea of the text with one sentence. 3. T invites one student to read out “learning to learn”, and then ask Ss to answer: what is a biography How are most biographies organized 1. Ss read the text and check their predictions. 2. Ss use one sentence to summarize the main idea of the text. 3. Ss read “learning to learn” and answer two questions from the T. To train Ss’ ability of summarizing the main idea. To help Ss understand the style and key elements of biographies which will be applied to their writing task.
Activity 3 1. T asks Ss to read the text carefully and match the events to the years in which they happened (If Activity 3 is not challenging enough, T can also ask Ss to draw a timeline to note down the key events in Winton’s life. 2. While checking answer, T draws a timeline on the blackboard with key words. 3. T guides Ss to retell Winton’s life story according to the timeline. 1. Ss read the text again and finish Activity 3. 2. Ss share answers in class. 3. Ss retell Winton’s life story according to the timeline. To guide Ss to understand how this biography is organized by sorting out the main events.
Think & Share 1. T asks Ss to discuss the first three questions in groups. 2. T invites Ss to voice their opinions on the first question. (T can also provide background information if necessary.) 3. T continues to ask why this parting scene at Prague’s Wilson Station is described in Paragraph 1. 4. When collecting answers to the third question, T provides more vocabulary to enrich Ss’ expressions. 5. T asks Ss the last question, if Ss don’t know any, T provides information of He Fengshan, and asks Ss to search more information of this kind and think about why people around the world risked their lives to help and contribute during WWII. 1. Ss discuss the first three questions in groups. 2. Ss voice their opinions on the 3 questions. 3. Ss listen carefully to the response from T and other Ss and think actively to give prompt response. 4. Ss listen to the story of He Fengshan and think why people around the world would like to risk their lives to help the refugees during WWII. To guide Ss to have an in-depth understanding of the text from multiple perspectives. To help Ss to put forward their own point of view through analyzing the text, discussing and sharing information as well as judging the text.
Activity 4 1. T groups Ss and asks them to complete the table. 2. T explains how Ss should organize their talk by following the second step. 3. T asks Ss to plan their talk in groups. 4. T invites Ss to share their talk in class. 1. Ss work in groups to complete the table. 2. Ss follow the second step to plan their talk. 3. Ss present their talk in class. To consolidate and integrate the language and content learnt.
Activity 5 1. T introduces the writing task—writing a biography of Tu Youyou, and then invites Ss to share anything they know about Tu Youyou. 2. T asks Ss to read Tu Youyou’s CV individually first and then lets them work in groups to help each other with any new word. 3. T asks Ss to fill in the boxes with the corresponding information individually. 4. T draws Ss attention to Useful Expressions, and explains how to write a biography and shows the criteria for evaluation before setting the writing task. 1. Ss share anything they know about Tu Youyou. 2. Ss read Tu Youyou’s CV and work in groups to tackle new word barriers. 3. Ss fill in the boxes. 4. Ss learn about the criteria for writing first and then write. To activate the background information. To familiarize Ss with the style of resume. To help Ss grasp how to organize a biography through information classification. To improve Ss writing skill by providing and explaining the criteria.
Activity 6 T explains how to evaluate the biography first, and then invites several Ss to share their biography in class with the others listening actively and giving evaluation. Ss share their biographies and evaluate. To encourage Ss to improve writing through peer evaluation.
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Developing 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Nicholas Winton 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Nicholas Winton的生平和他为社会所做的贡献； 2．按照时间线梳理Nicholas Winton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Nicholas Winton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Nicholas Winton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Nicholas Winton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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T draws Ss’ attention to the title, and asks whether they know who Schindler is. 2. T introduces Activity 1 and asks Ss to predict what Winton might have done based on the word cloud, the two pictures, and the title. 3. T collects answers from Ss. 1. Ss share what they know about Schindler. 2. Ss predict what the man might have done as required. 3. Ss share answers in pairs and then in class. To activate Ss’ background knowledge and stimulate Ss to explore more through predicting.
Activity 2 & Learning to learn 1. T asks Ss to read the biography and check the predications. 2. T guides Ss to summarize the main idea of the text with one sentence. 3. T invites one student to read out “learning to learn”, and then ask Ss to answer: what is a biography How are most biographies organized 1. Ss read the text and check their predictions. 2. Ss use one sentence to summarize the main idea of the text. 3. Ss read “learning to learn” and answer two questions from the T. To train Ss’ ability of summarizing the main idea. To help Ss understand the style and key elements of biographies which will be applied to their writing task.
Activity 3 1. T asks Ss to read the text carefully and match the events to the years in which they happened (If Activity 3 is not challenging enough, T can also ask Ss to draw a timeline to note down the key events in Winton’s life. 2. While checking answer, T draws a timeline on the blackboard with key words. 3. T guides Ss to retell Winton’s life story according to the timeline. 1. Ss read the text again and finish Activity 3. 2. Ss share answers in class. 3. Ss retell Winton’s life story according to the timeline. To guide Ss to understand how this biography is organized by sorting out the main events.
Think & Share 1. T asks Ss to discuss the first three questions in groups. 2. T invites Ss to voice their opinions on the first question. (T can also provide background information if necessary.) 3. T continues to ask why this parting scene at Prague’s Wilson Station is described in Paragraph 1. 4. When collecting answers to the third question, T provides more vocabulary to enrich Ss’ expressions. 5. T asks Ss the last question, if Ss don’t know any, T provides information of He Fengshan, and asks Ss to search more information of this kind and think about why people around the world risked their lives to help and contribute during WWII. 1. Ss discuss the first three questions in groups. 2. Ss voice their opinions on the 3 questions. 3. Ss listen carefully to the response from T and other Ss and think actively to give prompt response. 4. Ss listen to the story of He Fengshan and think why people around the world would like to risk their lives to help the refugees during WWII. To guide Ss to have an in-depth understanding of the text from multiple perspectives. To help Ss to put forward their own point of view through analyzing the text, discussing and sharing information as well as judging the text.
Activity 4 1. T groups Ss and asks them to complete the table. 2. T explains how Ss should organize their talk by following the second step. 3. T asks Ss to plan their talk in groups. 4. T invites Ss to share their talk in class. 1. Ss work in groups to complete the table. 2. Ss follow the second step to plan their talk. 3. Ss present their talk in class. To consolidate and integrate the language and content learnt.
Activity 5 1. T introduces the writing task—writing a biography of Tu Youyou, and then invites Ss to share anything they know about Tu Youyou. 2. T asks Ss to read Tu Youyou’s CV individually first and then lets them work in groups to help each other with any new word. 3. T asks Ss to fill in the boxes with the corresponding information individually. 4. T draws Ss attention to Useful Expressions, and explains how to write a biography and shows the criteria for evaluation before setting the writing task. 1. Ss share anything they know about Tu Youyou. 2. Ss read Tu Youyou’s CV and work in groups to tackle new word barriers. 3. Ss fill in the boxes. 4. Ss learn about the criteria for writing first and then write. To activate the background information. To familiarize Ss with the style of resume. To help Ss grasp how to organize a biography through information classification. To improve Ss writing skill by providing and explaining the criteria.
Activity 6 T explains how to evaluate the biography first, and then invites several Ss to share their biography in class with the others listening actively and giving evaluation. Ss share their biographies and evaluate. To encourage Ss to improve writing through peer evaluation.
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