外研版（2019）选择性必修 第一册Unit 2 Onwards and upwards Developing ideas and Presenting ideas名师教学设计
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| 名称 | 外研版（2019）选择性必修 第一册Unit 2 Onwards and upwards Developing ideas and Presenting ideas名师教学设计 |  | |
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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 | 2023-03-02 11:44:19 | ||
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Unit 2 Developing ideas & Presenting ideas 名师教学设计
课时内容:
本课时包括 Developing ideas和 Presenting ideas两部分。
Developing ideas分为两部分：第一部分节选自美国作家海伦·凯勒的《假如给我三天光明》，介绍了失明的海伦·凯勒希望自己能够拥有三天的光明，她想用这三天的时间去观察世界，去看她想看的人和物。海伦·凯勒的故事本身就很励志，她用自己感受到的、想象到的情景，表达自己对求知的渴望和对人类的真挚热爱；第二部分Writing about an experience通过陈述在黑暗中和朋友就餐，体验盲人生活中的挑战和不易，从而尊重、关爱那些需要关注的人群。
Presenting ideas部分以辩论赛的形式论述坚持和放弃。首先明确自己的观点，然后用充足的论据来支持自己的观点。
课时目标：
1.掌握本课时的重点单词 appreciative、worthy、mere、companionship、delight、revelation、delightful、embarrassed以及短语 worthy of、in particular、be applied to等和重要句型，并能熟练运用。
2.通过阅读，理解课文内容并叙述海伦·凯勒的愿望；理解并学会运用虚拟语气、倒装以及排比等修辞手法。
3.学会描述一段经历。
4.通过了解海伦·凯勒创造的奇迹，引导学生“在逆境中学会珍惜拥有的一切，在逆境中保持快乐”，面对挑战充满信心，以自己独特的方式和勇气拥抱未来。
重点难点:
重点：
1.掌握重点单词 appreciative，worthy、mere、companionship、delight、revelation、delightful、embarrassed以及短语 worthy of、in particular、be applied to的用法。
2.了解散文的写作方法和技巧，找出文章中的排比句，并根据课后要求描述一段经历。
3.通过学习文章，引导学生理解文章传递的信息：在逆境中我们需要保持乐观的态度和坚韧的精神，这样才能创造奇迹。
难点:
运用虚拟语气、倒装以及排比等修辞手法并根据课后要求描述一段经历。
教学准备：
教师准备：
1.做好该部分内容的PPT。
2.有关海伦·凯勒的更多介绍。
学生准备：
1.用简短的英语介绍海伦·凯勒。
2.上网查资料：《假如给我三天光明》的完整篇目，了解更多关于海伦·凯勒的故事。
教学过程：
Step I Leading in
Look at the charts and answer the questions：
·Are the numbers different from what you expected In what way？
·What special assistance can people with disabilities make use of in their daily lives
Suggested answers： ·（略） ·People with limited mobility problems could use wheelchairs，walking sticks，handrails…People who have reduced vision could use special pavements for the blind，Braille signs… …
【设计意图】通过看图表回答问题，引发学生的思考，同时将话题自然带入对残疾人的关注，引导学生以不同的视角来关心、帮助残疾人。
Step Ⅱ Reading
1.Fast reading.
(1)Read the passage and find out what the author would do if she could see.
Suggested answers： On the first day, she would want to see the kind people who have helped her and accompanied her through life. Then she would like to see the books which have opened her mind. In the afternoon, she would take a long walk in the woods and appreciate the beauty of nature. On the second day, she would like to see a display of the progress of civilisation. She would go to the museums and spend the evening at a theater or at the movies. On the third day, she would again greet the dawn, anxious to discover new delights, new revelations of beauty. She would spend the third day observing people in their day-to-day life.
(2) Match the paragraphs to their main ideas.
Para. 1 A. Making best use of eyes can get much pleasure.
Para. 2 B. What I will do with my good eyes on the first day.
Para. 3 C. Darkness would make one more appreciative of sight; silence would teach one the joys of sound.
Para. 4 D. What I will do with my good eyes on the second day.
Para. 5 E. The author often tests what her seeing friends see.
Para. 6 F. a blind person gives advice to normal people.
Para. 7 G. What I will do with my good eyes on the third day.
Para. 8 H. At midnight permanent night would close in on me again.
Suggested answers： Para.1—C；Para.2—E；Para.3—A；Para.4—B； Para.5—D；Para.6—G；Para.7—H；Para.8—F.
【设计意图】通过快速阅读，引导学生提取段落关键信息，同时也能提高学生的概括、归纳能力。
2.Careful reading.
(1) Choose the best answers according to the passage.
①Why does the author think that if each human being were stricken deaf and blind for a few days, it would be a good thing
A. People are grateful for what they have.
B. People’s suffering is good for adult life.
C. The author hates normal people very much.
D. The author believes that darkness and silence educate people well.
②What did the author’s friend see in the woods
A. The beauty of the woods.
B. a lot of interesting things.
C. Nothing special.
D. A lot of pleasure.
③What would the author do on the first day
A. She would see the kind people around her.
B. She would go to the museums.
C. She would write down everything she’s seeing.
D. She would spend in the workaday world.
④When would the author realize that there would be still a lot not to see
A. On the second day’s morning.
B. On the third day’s midnight.
C. On the night of the next day.
D. On the third day’s afternoon.
Suggested answers： ①~④ACAB
（2）Language points.
Master the words and phrases：
appreciative，worthy，mere，companionship，delight，revelation，delightful，embarrassed，worthy of，in particular，be applied to
【备注】词汇知识点讲解详见第二教案“新知探究”。
（3）Ask students to read the passage again and discuss what they have learnt from it.
【设计意图】通过阅读文章，选择正确答案和说出自己从文中学到的东西，进一步理解文章内容。让学生说出自已的感受是一种更高级的语言表达形式，也是深层理解文章的过程。
3.Post-reading
(1) Do Activity 3 on Page 22.
Ask students to choose the author’s purpose in writing the passage and give their reasons.
①To help readers understand what it is like to be blind.
②To make readers without disabilities appreciate what they have.
③To persuade readers to care about the blind.
Suggested answers： ②
【设计意图】写作意图题是透过文章内容，理清作者的真实意图。作者通过盲人对视力的渴望，劝诫人们珍惜拥有的一切。
（2）Do Activity 4 on Page 22.
①Before answering the questions，the teacher should explain the meaning of parallelism.
(2)Ask students to read the sentences from the passage and answer the questions.
·What sentence structure is used repeatedly What figure of speech is it
·How does this technique help to express the author’s emotions
Suggested answers： ·A similar structure is used repeatedly. Namely,“Use…as if…hear…as if…Touch…as if…”. it is parallelism. ·The use of parallelism in speech or writing allows speakers or writers to maintain a consistency within their work and creates a balanced flow of ideas. Moreover， parallelism can be used as a tool for persuasion.
3 Ask students to make their own sentences using parallelism.
【设计意图】排比句是散文中常见的修辞手法，其节奏性强，使感情表达更加强烈。通过该活动让学生理解排比句在英语中的运用以及表达的效果。
（3）Do Activity 5 on Page 22.
Divide students into small groups.Ask them to give a talk about their opinions on the sentence from the passage.
Suggested answers： （略）
【设计意图】通过分组讨论，鼓励学生积极表达自已的观点和看法，在锻炼口语表达能力的基础上，引导学生体验失聪失明的感受，从而更加珍惜拥有的一切.
Step Ⅲ Writing about an experience
1. Do Activity 6 on Page 23.
Ask students to read the passage and answer the following questions：
·Why did the author go to the“dark restaurant”
·What difficulties did the author have during the meal
·How did the author feel after finishing the meal
Suggested answers： ·Because the author wanted to understand the experience of being blind, thinking eating would be the most difficult activity. ·a. The author knocked over glasses and dropped food. b. The author ate much more slowly, trying to guess what was being eaten. c. Pouring water was very difficult. d. After failing to pick up any food with a fork for five minutes, the author decided to use hands, but stuck one hand into a bowl of warm, thick soup. e. Even using a spoon, most of the soup ended up on the author’s shirt. ·The author left the restaurant feeling hungry,though much more aware of the challenges that blind people face.
2. Do Activity 7 on Page 23.
(1) Ask students to try to experience what it is like to have a disability and make notes.
①What kind of experience you had ___________________________________________________________________ ②What the most difficult thing was and why ___________________________________________________________________ ③How you overcame the difficulty ___________________________________________________________________ ④What you have learnt. ___________________________________________________________________
(2) Ask students to write a short passage to describe their experiences.
3.Do activity 8 on Page 23.
Work in pairs.Make improvements to each other’s passages and share them with the class.
【设计意图】该部分的练习设置由筒入繁，层层递进。先根据提出的问题，做出简要回答，让学生进一步掌握文章要点。然后记录要点，提纲挈领，让学生了解文章的主要框架并描述一段经历，最后进行分享。
Step IV Presenting ideas
1. Read the two points of view and explain their meanings in your own words.
2. Work in groups and decide which opinion you agree with more. Think of arguments to support your point of view and make notes.
Point of view：_____________________________________ Arguments：_______________________________________ Supporting examples：_______________________________ __________________________________________________
3. Prepare for a debate. Consider the following：
·the roles and responsibilities for each member of your group
·your arguments, opening and summary
·the opposing arguments you might face and how you can respond to them
·useful words, expressions and structures
4. Team up with a group with the opposite point of view and hold the debate.
【设计意图】该部分通过讨论不同观点，引导学生找准论点，并运用平时积累的辩论常用的词汇和句式，学会言简意赅地表达自已的观点，可引证事例和名言，增强说服力。
Step V Homework
Review the language points learnt in class.
板书设计：
Unit2 Onwards and upwards Period Ⅲ Developing ideas & Presenting ideas I. Leading in Look at the charts and answer the questions. Ⅱ. Reading 1. Fast reading. 2. Careful reading. (1) Choose the best answers according to the passage. (2) Language points. (3) Read the passage again and discuss what they have learnt from it. 3. Post-reading. Ⅲ. Writing about a comedian 1. Do Activity 6 on Page 23. 2. Do Activity 7 on Page 23. 3. Do Activity 8 on Page 23. IV Presenting ideas V. Homework
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课时内容:
本课时包括 Developing ideas和 Presenting ideas两部分。
Developing ideas分为两部分：第一部分节选自美国作家海伦·凯勒的《假如给我三天光明》，介绍了失明的海伦·凯勒希望自己能够拥有三天的光明，她想用这三天的时间去观察世界，去看她想看的人和物。海伦·凯勒的故事本身就很励志，她用自己感受到的、想象到的情景，表达自己对求知的渴望和对人类的真挚热爱；第二部分Writing about an experience通过陈述在黑暗中和朋友就餐，体验盲人生活中的挑战和不易，从而尊重、关爱那些需要关注的人群。
Presenting ideas部分以辩论赛的形式论述坚持和放弃。首先明确自己的观点，然后用充足的论据来支持自己的观点。
课时目标：
1.掌握本课时的重点单词 appreciative、worthy、mere、companionship、delight、revelation、delightful、embarrassed以及短语 worthy of、in particular、be applied to等和重要句型，并能熟练运用。
2.通过阅读，理解课文内容并叙述海伦·凯勒的愿望；理解并学会运用虚拟语气、倒装以及排比等修辞手法。
3.学会描述一段经历。
4.通过了解海伦·凯勒创造的奇迹，引导学生“在逆境中学会珍惜拥有的一切，在逆境中保持快乐”，面对挑战充满信心，以自己独特的方式和勇气拥抱未来。
重点难点:
重点：
1.掌握重点单词 appreciative，worthy、mere、companionship、delight、revelation、delightful、embarrassed以及短语 worthy of、in particular、be applied to的用法。
2.了解散文的写作方法和技巧，找出文章中的排比句，并根据课后要求描述一段经历。
3.通过学习文章，引导学生理解文章传递的信息：在逆境中我们需要保持乐观的态度和坚韧的精神，这样才能创造奇迹。
难点:
运用虚拟语气、倒装以及排比等修辞手法并根据课后要求描述一段经历。
教学准备：
教师准备：
1.做好该部分内容的PPT。
2.有关海伦·凯勒的更多介绍。
学生准备：
1.用简短的英语介绍海伦·凯勒。
2.上网查资料：《假如给我三天光明》的完整篇目，了解更多关于海伦·凯勒的故事。
教学过程：
Step I Leading in
Look at the charts and answer the questions：
·Are the numbers different from what you expected In what way？
·What special assistance can people with disabilities make use of in their daily lives
Suggested answers： ·（略） ·People with limited mobility problems could use wheelchairs，walking sticks，handrails…People who have reduced vision could use special pavements for the blind，Braille signs… …
【设计意图】通过看图表回答问题，引发学生的思考，同时将话题自然带入对残疾人的关注，引导学生以不同的视角来关心、帮助残疾人。
Step Ⅱ Reading
1.Fast reading.
(1)Read the passage and find out what the author would do if she could see.
Suggested answers： On the first day, she would want to see the kind people who have helped her and accompanied her through life. Then she would like to see the books which have opened her mind. In the afternoon, she would take a long walk in the woods and appreciate the beauty of nature. On the second day, she would like to see a display of the progress of civilisation. She would go to the museums and spend the evening at a theater or at the movies. On the third day, she would again greet the dawn, anxious to discover new delights, new revelations of beauty. She would spend the third day observing people in their day-to-day life.
(2) Match the paragraphs to their main ideas.
Para. 1 A. Making best use of eyes can get much pleasure.
Para. 2 B. What I will do with my good eyes on the first day.
Para. 3 C. Darkness would make one more appreciative of sight; silence would teach one the joys of sound.
Para. 4 D. What I will do with my good eyes on the second day.
Para. 5 E. The author often tests what her seeing friends see.
Para. 6 F. a blind person gives advice to normal people.
Para. 7 G. What I will do with my good eyes on the third day.
Para. 8 H. At midnight permanent night would close in on me again.
Suggested answers： Para.1—C；Para.2—E；Para.3—A；Para.4—B； Para.5—D；Para.6—G；Para.7—H；Para.8—F.
【设计意图】通过快速阅读，引导学生提取段落关键信息，同时也能提高学生的概括、归纳能力。
2.Careful reading.
(1) Choose the best answers according to the passage.
①Why does the author think that if each human being were stricken deaf and blind for a few days, it would be a good thing
A. People are grateful for what they have.
B. People’s suffering is good for adult life.
C. The author hates normal people very much.
D. The author believes that darkness and silence educate people well.
②What did the author’s friend see in the woods
A. The beauty of the woods.
B. a lot of interesting things.
C. Nothing special.
D. A lot of pleasure.
③What would the author do on the first day
A. She would see the kind people around her.
B. She would go to the museums.
C. She would write down everything she’s seeing.
D. She would spend in the workaday world.
④When would the author realize that there would be still a lot not to see
A. On the second day’s morning.
B. On the third day’s midnight.
C. On the night of the next day.
D. On the third day’s afternoon.
Suggested answers： ①~④ACAB
（2）Language points.
Master the words and phrases：
appreciative，worthy，mere，companionship，delight，revelation，delightful，embarrassed，worthy of，in particular，be applied to
【备注】词汇知识点讲解详见第二教案“新知探究”。
（3）Ask students to read the passage again and discuss what they have learnt from it.
【设计意图】通过阅读文章，选择正确答案和说出自己从文中学到的东西，进一步理解文章内容。让学生说出自已的感受是一种更高级的语言表达形式，也是深层理解文章的过程。
3.Post-reading
(1) Do Activity 3 on Page 22.
Ask students to choose the author’s purpose in writing the passage and give their reasons.
①To help readers understand what it is like to be blind.
②To make readers without disabilities appreciate what they have.
③To persuade readers to care about the blind.
Suggested answers： ②
【设计意图】写作意图题是透过文章内容，理清作者的真实意图。作者通过盲人对视力的渴望，劝诫人们珍惜拥有的一切。
（2）Do Activity 4 on Page 22.
①Before answering the questions，the teacher should explain the meaning of parallelism.
(2)Ask students to read the sentences from the passage and answer the questions.
·What sentence structure is used repeatedly What figure of speech is it
·How does this technique help to express the author’s emotions
Suggested answers： ·A similar structure is used repeatedly. Namely,“Use…as if…hear…as if…Touch…as if…”. it is parallelism. ·The use of parallelism in speech or writing allows speakers or writers to maintain a consistency within their work and creates a balanced flow of ideas. Moreover， parallelism can be used as a tool for persuasion.
3 Ask students to make their own sentences using parallelism.
【设计意图】排比句是散文中常见的修辞手法，其节奏性强，使感情表达更加强烈。通过该活动让学生理解排比句在英语中的运用以及表达的效果。
（3）Do Activity 5 on Page 22.
Divide students into small groups.Ask them to give a talk about their opinions on the sentence from the passage.
Suggested answers： （略）
【设计意图】通过分组讨论，鼓励学生积极表达自已的观点和看法，在锻炼口语表达能力的基础上，引导学生体验失聪失明的感受，从而更加珍惜拥有的一切.
Step Ⅲ Writing about an experience
1. Do Activity 6 on Page 23.
Ask students to read the passage and answer the following questions：
·Why did the author go to the“dark restaurant”
·What difficulties did the author have during the meal
·How did the author feel after finishing the meal
Suggested answers： ·Because the author wanted to understand the experience of being blind, thinking eating would be the most difficult activity. ·a. The author knocked over glasses and dropped food. b. The author ate much more slowly, trying to guess what was being eaten. c. Pouring water was very difficult. d. After failing to pick up any food with a fork for five minutes, the author decided to use hands, but stuck one hand into a bowl of warm, thick soup. e. Even using a spoon, most of the soup ended up on the author’s shirt. ·The author left the restaurant feeling hungry,though much more aware of the challenges that blind people face.
2. Do Activity 7 on Page 23.
(1) Ask students to try to experience what it is like to have a disability and make notes.
①What kind of experience you had ___________________________________________________________________ ②What the most difficult thing was and why ___________________________________________________________________ ③How you overcame the difficulty ___________________________________________________________________ ④What you have learnt. ___________________________________________________________________
(2) Ask students to write a short passage to describe their experiences.
3.Do activity 8 on Page 23.
Work in pairs.Make improvements to each other’s passages and share them with the class.
【设计意图】该部分的练习设置由筒入繁，层层递进。先根据提出的问题，做出简要回答，让学生进一步掌握文章要点。然后记录要点，提纲挈领，让学生了解文章的主要框架并描述一段经历，最后进行分享。
Step IV Presenting ideas
1. Read the two points of view and explain their meanings in your own words.
2. Work in groups and decide which opinion you agree with more. Think of arguments to support your point of view and make notes.
Point of view：_____________________________________ Arguments：_______________________________________ Supporting examples：_______________________________ __________________________________________________
3. Prepare for a debate. Consider the following：
·the roles and responsibilities for each member of your group
·your arguments, opening and summary
·the opposing arguments you might face and how you can respond to them
·useful words, expressions and structures
4. Team up with a group with the opposite point of view and hold the debate.
【设计意图】该部分通过讨论不同观点，引导学生找准论点，并运用平时积累的辩论常用的词汇和句式，学会言简意赅地表达自已的观点，可引证事例和名言，增强说服力。
Step V Homework
Review the language points learnt in class.
板书设计：
Unit2 Onwards and upwards Period Ⅲ Developing ideas & Presenting ideas I. Leading in Look at the charts and answer the questions. Ⅱ. Reading 1. Fast reading. 2. Careful reading. (1) Choose the best answers according to the passage. (2) Language points. (3) Read the passage again and discuss what they have learnt from it. 3. Post-reading. Ⅲ. Writing about a comedian 1. Do Activity 6 on Page 23. 2. Do Activity 7 on Page 23. 3. Do Activity 8 on Page 23. IV Presenting ideas V. Homework
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