外研版（2019）选择性必修 第一册Unit 2 Onwards and upwards Three Days to See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 Three Days to See教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 21.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-10-20 12:13:28 | ||
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文档简介
Unit 2 Onwards and upwards(Developing ideas)——Three Days to See
教学目标
By the end of the class, students will be able to:
1. understand new words, such as “worthy”, “probe”… and figure out the structure of the passage through some key words;
2. retell the wishes of Helen Keller by using different sentence structures;
3. deeply understand the theme of the passage on the basis of reading the context;
4. experience the feelings and difficulties of living with a disability, appreciate what we have, and cherish the life.
教学重点：
1. Figure out the structure of the passage and experience the life of people with disabilities.
2. Retell the wishes of Helen Keller after understanding the passage.
教学难点：
1. Deeply understand the context and the theme of the passage.
2. Describe what it is like to have a disability and develop a positive attitude towards life.
教学过程
Step 1. Warming up：experience in person(共情体验)
Play a game to experience what it is like to have a disability.
T: Zip and unzip your uniforms.
(Students’ response)
T: This time please zip and unzip your uniforms again with only one hand.
(Students’ different response and teacher’s summary.)
T: It’s a little bit difficult right So we can see, with only one hand, even easy things such as zipping can be tough. Let’s move on to the second game. Sit back after going around with your eyes closed.
(Invite one student and summarize the part after the game.)
（设计意图：主题关于“人与自我”，而话题又涉及残障人士，所以，为了让学生进入语境，感知文本，通过体验感官障碍给日常生活带来的不便，产生共情能力，并激活学习背景，激发学习动力。）
Step 2. Learning before reading
Learn some information about the disabled from the charts about Percentage of adults with a disability in the US. Introduce the author——Helen Keller.
Step 3. First reading: read for structure（结构梳理）
Read the first sentence of each paragraph and divide the passage into three parts.
(Guide the students to the key words, such as words about time, “hint”, “thought”, “tested”, “asked”, and summarize the general idea of each part.)
Step 4. Second reading
Task 1. Second reading-1st part
Read the paragraph 1-3 and answer the question. What does each “it” refer to
(Read and understand the reference of “it”. At the same time, some understanding problems of new words will be solved, such as “were stricken blind and deaf” and “nothing worthy of note”)
（设计意图：在这一过程中，巧妙的将剖析文章结构的活动降低了难度，但不失对学生的启发性思考引导。梳理过程从不同角度和维度给了学生思考时间，并逐步明晰逻辑线，培养了学生对文章整体的把控能力，符合新教材“整进整出”的理念，帮助学生构建了阅读的基本思维模式。）
Task 2. Thinking
Make a comparison between Helen Keller and her friends. Pay attention to the different conditions and different responses.
Task 3. Second reading-2nd part（层层落实）
Read the paragraph 4-7. Find out what Helen would do if she could see.
(Read and list the wishes according to different learning strategies provided, including matching English with Chinese, filling in the blanks and multiple choice of words explanation.)
（设计意图：在生词多，句子复杂难以理解的情况下，回归最简单但却有效的引导方式，通过中英匹配，巧妙地让学生不仅理解了晦涩难懂的英文表达，还增强了学习信心，提升了课堂活动氛围。其中两个问题培养学生深度思考能力：
（1）Why does the author say “I should not be able to sleep”
（2）What does the word “unseen” mean
（设计意图：在基于文本理解的情况下，深度思考，开拓思维空间，代入体会作者的心理感受，同时为后面升华主题做好铺垫。）
Step 5. Practice-retelling
Task 1. Retelling
Work in groups to retell the author’s wishes.
(Discuss in groups and try to retell according to various key information provided.)
Task 2. Thinking
Make a conclusion after retelling. By comparing the seeing people and the blind people, some critical questions are put forward, which lead to the third reading.
(1)Do we have anything left unseen
(2)To see more, what should we seeing people do
Step 6. Third reading-3rd part
Task 1. Reading out.
Read out the hint from the paragraph 8.
Use your eyes as if tomorrow you would be stricken blind.
Hear the sound as if tomorrow you would be stricken deaf.
Touch objects as if tomorrow your tactile sense would fail.
Smell the perfume as if tomorrow you could never smell again.
Task 2. Thinking
Choose the author’s writing purpose.
The answer is No. 2. To make readers without disability appreciate what they have.
Step 7. Learning to learn
Read the hint again and pay attention to the structure. Learn the basic information about parallelism and recite the rhythmic and engaging sentence together.
Step 8. Summary
Summarize the class from the aspects of structure, key information and main theme. Lay stress on the deep understanding of the topic and attitude to be developed.
Step 9. Assignment
Compulsory:
1. Recite what the author would do if she could see.
2. Experience what it is like to have a disability, such as eating in the dark, dressing with only one hand. Then write down the difficulties and feelings.
Optional:
Search for information about International White Cane Safety Day. Make a poster to introduce it.
设计思路简述：
本节课的设计，面对文体为小说，生词量大的文本，从“体验共情”入手切入文章，拉近了学生和文章的联系。而对于课文的处理，整体把握，结合逻辑结构与细节理解，先梳理各段落之间的联系，深挖重点词句隐藏的含义，如两个“it”、关键动词和“I”与“seeing friend”的对比。接下来细节阅读，引导学生通过个人、结伴及小组等多种的形式夯实基础，一步步由词-短语-简短表达-整句输出，再结合该过程中对重点词句的关注和理解，最后让学生做到能读懂、能复述、能深入理解。最后，结合文体特点和文章思想，回归到本节课教学目标，让学生在理解文章内容的基础上，复述主要部分的前提下，能体验残障人士的生活情境，感悟文章主题，学会感恩，珍惜自己拥有的美好生活，树立正确的人生态度。
教学目标
By the end of the class, students will be able to:
1. understand new words, such as “worthy”, “probe”… and figure out the structure of the passage through some key words;
2. retell the wishes of Helen Keller by using different sentence structures;
3. deeply understand the theme of the passage on the basis of reading the context;
4. experience the feelings and difficulties of living with a disability, appreciate what we have, and cherish the life.
教学重点：
1. Figure out the structure of the passage and experience the life of people with disabilities.
2. Retell the wishes of Helen Keller after understanding the passage.
教学难点：
1. Deeply understand the context and the theme of the passage.
2. Describe what it is like to have a disability and develop a positive attitude towards life.
教学过程
Step 1. Warming up：experience in person(共情体验)
Play a game to experience what it is like to have a disability.
T: Zip and unzip your uniforms.
(Students’ response)
T: This time please zip and unzip your uniforms again with only one hand.
(Students’ different response and teacher’s summary.)
T: It’s a little bit difficult right So we can see, with only one hand, even easy things such as zipping can be tough. Let’s move on to the second game. Sit back after going around with your eyes closed.
(Invite one student and summarize the part after the game.)
（设计意图：主题关于“人与自我”，而话题又涉及残障人士，所以，为了让学生进入语境，感知文本，通过体验感官障碍给日常生活带来的不便，产生共情能力，并激活学习背景，激发学习动力。）
Step 2. Learning before reading
Learn some information about the disabled from the charts about Percentage of adults with a disability in the US. Introduce the author——Helen Keller.
Step 3. First reading: read for structure（结构梳理）
Read the first sentence of each paragraph and divide the passage into three parts.
(Guide the students to the key words, such as words about time, “hint”, “thought”, “tested”, “asked”, and summarize the general idea of each part.)
Step 4. Second reading
Task 1. Second reading-1st part
Read the paragraph 1-3 and answer the question. What does each “it” refer to
(Read and understand the reference of “it”. At the same time, some understanding problems of new words will be solved, such as “were stricken blind and deaf” and “nothing worthy of note”)
（设计意图：在这一过程中，巧妙的将剖析文章结构的活动降低了难度，但不失对学生的启发性思考引导。梳理过程从不同角度和维度给了学生思考时间，并逐步明晰逻辑线，培养了学生对文章整体的把控能力，符合新教材“整进整出”的理念，帮助学生构建了阅读的基本思维模式。）
Task 2. Thinking
Make a comparison between Helen Keller and her friends. Pay attention to the different conditions and different responses.
Task 3. Second reading-2nd part（层层落实）
Read the paragraph 4-7. Find out what Helen would do if she could see.
(Read and list the wishes according to different learning strategies provided, including matching English with Chinese, filling in the blanks and multiple choice of words explanation.)
（设计意图：在生词多，句子复杂难以理解的情况下，回归最简单但却有效的引导方式，通过中英匹配，巧妙地让学生不仅理解了晦涩难懂的英文表达，还增强了学习信心，提升了课堂活动氛围。其中两个问题培养学生深度思考能力：
（1）Why does the author say “I should not be able to sleep”
（2）What does the word “unseen” mean
（设计意图：在基于文本理解的情况下，深度思考，开拓思维空间，代入体会作者的心理感受，同时为后面升华主题做好铺垫。）
Step 5. Practice-retelling
Task 1. Retelling
Work in groups to retell the author’s wishes.
(Discuss in groups and try to retell according to various key information provided.)
Task 2. Thinking
Make a conclusion after retelling. By comparing the seeing people and the blind people, some critical questions are put forward, which lead to the third reading.
(1)Do we have anything left unseen
(2)To see more, what should we seeing people do
Step 6. Third reading-3rd part
Task 1. Reading out.
Read out the hint from the paragraph 8.
Use your eyes as if tomorrow you would be stricken blind.
Hear the sound as if tomorrow you would be stricken deaf.
Touch objects as if tomorrow your tactile sense would fail.
Smell the perfume as if tomorrow you could never smell again.
Task 2. Thinking
Choose the author’s writing purpose.
The answer is No. 2. To make readers without disability appreciate what they have.
Step 7. Learning to learn
Read the hint again and pay attention to the structure. Learn the basic information about parallelism and recite the rhythmic and engaging sentence together.
Step 8. Summary
Summarize the class from the aspects of structure, key information and main theme. Lay stress on the deep understanding of the topic and attitude to be developed.
Step 9. Assignment
Compulsory:
1. Recite what the author would do if she could see.
2. Experience what it is like to have a disability, such as eating in the dark, dressing with only one hand. Then write down the difficulties and feelings.
Optional:
Search for information about International White Cane Safety Day. Make a poster to introduce it.
设计思路简述：
本节课的设计，面对文体为小说，生词量大的文本，从“体验共情”入手切入文章，拉近了学生和文章的联系。而对于课文的处理，整体把握，结合逻辑结构与细节理解，先梳理各段落之间的联系，深挖重点词句隐藏的含义，如两个“it”、关键动词和“I”与“seeing friend”的对比。接下来细节阅读，引导学生通过个人、结伴及小组等多种的形式夯实基础，一步步由词-短语-简短表达-整句输出，再结合该过程中对重点词句的关注和理解，最后让学生做到能读懂、能复述、能深入理解。最后，结合文体特点和文章思想，回归到本节课教学目标，让学生在理解文章内容的基础上，复述主要部分的前提下，能体验残障人士的生活情境，感悟文章主题，学会感恩，珍惜自己拥有的美好生活，树立正确的人生态度。