外研版（2019）选择性必修第一册Unit 2 Onwards and upwards Developing ideas 教案
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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 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 452.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-10-24 17:48:21 | ||
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Unit 2 Onwards and upwards
Developing ideas教学设计
科目：英语 课题：Developing ideas 课时：1课时
教学目标与核心素养：
知识目标：Students can learn some new words, phrases and sentences.
能力目标：Students can have a further understanding of the passage.
情感目标：Students can think individually and learn cooperatively.
教学重难点：
教学重点：How to learn the new words and sentences.
教学难点：How to make students have a better understanding of the passage.
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-writing
1. Greeting
2. Leading-in
教师活动：教师引导学生复习上节课的单词，重点讲解本节课的单词。
学生活动：Do Activity 1.
Look at the charts and answer the questions.
① Are the numbers different from what you expected In what way
② What special assistance can people with disabilities make use of in their daily lives
(Suggested answers:
① Students' own answers
② 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...)
Do Activity 2.
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.)
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)
Do Activity 3 on Page 28.
Students choose the author's purpose in writing the passage and give their reasons.
① To help readers understand what it is like to be blind
② To make readers without disabilities appreciate what they have.
③ To persuade readers to care about the blind
(Suggested answers: ②)
Do Activity 4 on Page 29.
(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.)
教师活动：Divide students into small groups. Ask them to give a talk about their opinions on the sentence from the passage.
学生活动：Do Activity 5 on Page 29.
While-writing
Do Activity 6 on Page 30.
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, the author spilled most of the soup on his/her shirt.
The author left the restaurant feeling hungry, though much more aware of the challenges that blind people face.)
Do Activity 7 on Page 31.
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
__________________________________________________________________________________________________________________________________________
Ask students to write a short passage to describe their experiences.
Do Activity 8 on Page 31.
Students will work in pairs. Then make improvements to each other's passages and share them with the class.
写作思路
（一审、二定、三明确、四分段）
（1）一审：确定写作体裁和主题体裁：主题：描述经历
（2）二定：确定时态和人称（与体裁和主题息息相关）
（3）三明确： 明确写作要点：①内容要求 ②词数要求：80左右。
（4）四分段：（与写作要点息息相关）结合写作要点分段落。
三、After-writing
教师活动：邀请几位同学展示他们的作品。
参考范文：
Today in class, we played a game called "the blind traveler", in which one has to walk through some barriers with their eyes blindfolded. It is through this experience that I started to realise how inconvenient life could be for a blind person.
Not being able to see where l was going, I kept going off the path and turning in the wrong direction. What's more, without the ability to accurately locate the position of the barriers, l often fell over them, even though: I was moving at an extremely slow speed. And a loss of balance increased the difficulty of this short journey. After falling over more than ten times, I finally reached my destination on hands and knees.
Without sight, I couldn't even complete this short journey of no more than 15 metres smoothly let alone overcome all the other various difficulties in daily life. I do realise that life must be much more challenging for the blind people.
Presenting ideas: Do Activity 1-4.
Read the two points of view and explain their meanings in your own words.
Work in groups and decide which opinion you agree with more. Think of arguments to support your point of view and make notes.
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
Team up with a group with the opposite point of view and hold the debate.
四、Summary
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。
运用虚拟语气倒装以及排比等修辞手法。
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。以及写作思路，如何描述一次经历，写作的要点和步骤。
五、Homework
复习本节内容，完成同步练习。
2
Developing ideas教学设计
科目：英语 课题：Developing ideas 课时：1课时
教学目标与核心素养：
知识目标：Students can learn some new words, phrases and sentences.
能力目标：Students can have a further understanding of the passage.
情感目标：Students can think individually and learn cooperatively.
教学重难点：
教学重点：How to learn the new words and sentences.
教学难点：How to make students have a better understanding of the passage.
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-writing
1. Greeting
2. Leading-in
教师活动：教师引导学生复习上节课的单词，重点讲解本节课的单词。
学生活动：Do Activity 1.
Look at the charts and answer the questions.
① Are the numbers different from what you expected In what way
② What special assistance can people with disabilities make use of in their daily lives
(Suggested answers:
① Students' own answers
② 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...)
Do Activity 2.
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.)
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)
Do Activity 3 on Page 28.
Students choose the author's purpose in writing the passage and give their reasons.
① To help readers understand what it is like to be blind
② To make readers without disabilities appreciate what they have.
③ To persuade readers to care about the blind
(Suggested answers: ②)
Do Activity 4 on Page 29.
(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.)
教师活动：Divide students into small groups. Ask them to give a talk about their opinions on the sentence from the passage.
学生活动：Do Activity 5 on Page 29.
While-writing
Do Activity 6 on Page 30.
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, the author spilled most of the soup on his/her shirt.
The author left the restaurant feeling hungry, though much more aware of the challenges that blind people face.)
Do Activity 7 on Page 31.
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
__________________________________________________________________________________________________________________________________________
Ask students to write a short passage to describe their experiences.
Do Activity 8 on Page 31.
Students will work in pairs. Then make improvements to each other's passages and share them with the class.
写作思路
（一审、二定、三明确、四分段）
（1）一审：确定写作体裁和主题体裁：主题：描述经历
（2）二定：确定时态和人称（与体裁和主题息息相关）
（3）三明确： 明确写作要点：①内容要求 ②词数要求：80左右。
（4）四分段：（与写作要点息息相关）结合写作要点分段落。
三、After-writing
教师活动：邀请几位同学展示他们的作品。
参考范文：
Today in class, we played a game called "the blind traveler", in which one has to walk through some barriers with their eyes blindfolded. It is through this experience that I started to realise how inconvenient life could be for a blind person.
Not being able to see where l was going, I kept going off the path and turning in the wrong direction. What's more, without the ability to accurately locate the position of the barriers, l often fell over them, even though: I was moving at an extremely slow speed. And a loss of balance increased the difficulty of this short journey. After falling over more than ten times, I finally reached my destination on hands and knees.
Without sight, I couldn't even complete this short journey of no more than 15 metres smoothly let alone overcome all the other various difficulties in daily life. I do realise that life must be much more challenging for the blind people.
Presenting ideas: Do Activity 1-4.
Read the two points of view and explain their meanings in your own words.
Work in groups and decide which opinion you agree with more. Think of arguments to support your point of view and make notes.
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
Team up with a group with the opposite point of view and hold the debate.
四、Summary
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。
运用虚拟语气倒装以及排比等修辞手法。
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。以及写作思路，如何描述一次经历，写作的要点和步骤。
五、Homework
复习本节内容，完成同步练习。
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