外研版（2019）必修 第三册Unit 2 Making a difference Developing ideas Writing a biography教学设计（表格式）
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| 名称 | 外研版（2019）必修 第三册Unit 2 Making a difference Developing ideas Writing a biography教学设计（表格式） |  | |
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| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-05-12 18:46:35 | ||
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教学设计
课程基本信息
学科 英语 年级 高一 学期 春季
课题 Unit 2 Making a difference Developing ideas: Writing a biography
教科书 书 名：普通高中英语教科书英语必修三教材 出版社：外语教学与研究出版社
学情分析
【已有基础】 通过必修一二对于记叙文体的学习，学生对记叙文人物、时间以及事件等要素的梳理没有困难，尤其是通过本单元两篇大课文的学习，对传记类文体的基本结构以及描述人物品质的词汇以及按照timeline进行主要事件介绍的方法有一定基础；同时对屠呦呦的事迹比较熟悉，通过阅读简历的基础上，具备写出基本的人物小传的能力。 【存在问题】 学生习惯于将语言学习的重点放在语言本身，对主题意义的探究缺乏深度，尤其是最后一段总结部分需要对屠呦呦的贡献发表自己的观点，其思维深度和广度可能不够。作为高一下学期的学生，在语言运用层面对句子的多样性以及语篇衔接连贯的意识和能力上都还不足。 【发展需求】 本单元前面各个课时都在对主题意义探究中梳理结构化语言，通过搜集中国人的故事用英语所学进行讲述，培养跨文化意识以及文化自信。利用小组合作以及问题启发来探究主题意义，促进语言学习和思维活动的融合，实现语言能力的迁移和核心素养的落地。
教学目标
1. 通过复述温顿生平，总结人物传记结构特点； 2. 读懂屠呦呦的简历，并梳理人物传记所需内容和语言，写出屠呦呦的简略传记； 3. 结合传记写作评价量表，在自评和互评中反思自己的写作并润色升级，感受榜样的力量。
教学重难点
教学重点： 读懂屠呦呦的简历，并根据人物传记的结构梳理简历内容，结合人物传记的特点写出屠呦呦的简略传记，感受榜样的力量。
教学难点： 结合人物传记写作评价量表，自评和互评随堂写作，在反思中润色升级。
教学评价
通过复述温顿主要事迹和相应品质，并给出评价，借助思维导图总结出传记结构及其特点； 借助表格并用完整句子梳理屠呦呦简历内容，能对时间状语进行转换，正确选择动词及其时态。依据人物传记特点仿写屠呦呦的简略传记； 结合传记写作量表，以自评和互评的方式加深对传记结构和语言特点的认识，并对自己的写作进行润色升级。
教学过程
教学活动评价任务设计意图、活动层次Activity 1: Reviewing T guides Ss to review the people and their qualities learned in previous classes. Q：Who impressed you most Why (qualities/achievements/influence) T invite Ss to give a talk in honor of Nicholas Winton. T guides Ss to recall the structure of a biography and predict the features of it. 1.Ss work in pairs and talk about the person who impressed him/her most with supporting details. 2.Ss can give a talk logically, following the steps on page 29. 3. Ss can talk about the structure of a biography. 复习人物品质的话题词汇，为写作做准备。 (描述与阐释) 复习人物品质、主要事迹的表达，为传记写作的迁移运用做准备。 （获取与梳理）Activity 2: Reading for writing Guessing T invites Ss to guess and have a free talk about Tu Youyou. Reading and filling the boxes. T asks Ss to read Tu Youyou’s CV and fill in the boxes with complete sentences (P30-31). 2.1 Introduction Name of the person: Her biggest achievement: Q1: What contributed to her achievement Education Work experience 2.2 Main Body (Major events in time order) Education: Work experience: Conclusion (Your opinion on her contribution) T asks Ss to have a group discussion. Q2:What are the influences of her achievements Q3:What qualities lead to her achievements 1.Ss can guess the name and talk about what they know and what they want to know about Tu Youyou. 2.Ss can fill in the boxes with complete sentences with correct tense and adverbial of time. 3.Ss have a discussion actively and can analyse the influences of her achievements and figure out the reasons for her achievements, like her devotion, determination, persistence, etc. 引导学生关注中国优秀榜样，通过KWL激活学生的阅读和写作兴趣。 （感知与注意） 通过阅读简历，根据传记的结构和特点梳理写作人物传记所需素材。 （获取与梳理） 小组合作降低难度，同时多角度分析问题，能通过讨论和思考，学习屠呦呦身上的优秀品质，从榜样中汲取力量。 （分析与判断） Activity3 Writing & Reviewing/Evaluating Group discussion Is this a well-written biography What are the problems How to improve it What are the features of a biography □ Is it organized in the right order □ Are the important details (i.e. basic personal information, education, work experience, achievements, qualities, influence) fully covered □ Is the language logical & coherent □ Is the tone formal for a biography □ Are the sentences well-constructed and varied in structure Writing T asks Ss to write a biography of Tu Youyou with the information from Activity 2 as well as the checklist provided. Self-evaluation and peer-evaluation. T guides Ss to evaluate their writing by referring to the checklist. Ss have a heated discussion, find out the problems and brainstorm the ways to improve the article based on the checklist. 2.Ss write a biography of Tu Youyou by following the structure of a biography, with the information from the boxes and the reference from the checklist. 3.Ss can find out the problems of their writing and make some improvements according to the checklist. 培养学生关注语篇特点，培养语篇衔接和连贯意识以及发现问题的能力。 （分析与判断） 根据表格信息进行语篇层次的写作训练，培养篇章写作能力，树立文体意识，提高语言运用能力。 （内化与运用） 培养学生自评和互评的习惯和能力，运用元认知策略以及合作学习能策略提高自己的语言学习能力。 （批判与评价）Activity 4 Process writing/ polishing T guide Ss to have a process writing of a sample biography with logic, coherence and varied sentence patterns. 4.1 How to make the first paragraph more eye-catching (for the first time; groundbreaking achievements; put the name of the person in the second sentence to make a hook, attracting the readers attention.) 4.2 How to make the body part more logical & coherent & varied (change the position of adverbial of time, use the time as a subject with personification; add some logical words and transitional words.) 4.3 How can we make the last paragraph more conclusive and coherent T asks Ss to appreciate the sample writing and have a self-reflection. Q1: What have you learned Q2: What are the features of a biography Ss can provide some shining words and sentences under the guidance of the teacher. Ss can share their improve version in class. 通过句式升级和替换，提高篇章衔接意识和语言准确性和句式多样性；通过过程写作和润色，加深对评分标准以及流程的认识。 （内化与运用） Activity 5 Summarizing and assigning the homework. Polish your writing. Recommend someone as “Person of the Year”.
板书设计
课程基本信息
学科 英语 年级 高一 学期 春季
课题 Unit 2 Making a difference Developing ideas: Writing a biography
教科书 书 名：普通高中英语教科书英语必修三教材 出版社：外语教学与研究出版社
学情分析
【已有基础】 通过必修一二对于记叙文体的学习，学生对记叙文人物、时间以及事件等要素的梳理没有困难，尤其是通过本单元两篇大课文的学习，对传记类文体的基本结构以及描述人物品质的词汇以及按照timeline进行主要事件介绍的方法有一定基础；同时对屠呦呦的事迹比较熟悉，通过阅读简历的基础上，具备写出基本的人物小传的能力。 【存在问题】 学生习惯于将语言学习的重点放在语言本身，对主题意义的探究缺乏深度，尤其是最后一段总结部分需要对屠呦呦的贡献发表自己的观点，其思维深度和广度可能不够。作为高一下学期的学生，在语言运用层面对句子的多样性以及语篇衔接连贯的意识和能力上都还不足。 【发展需求】 本单元前面各个课时都在对主题意义探究中梳理结构化语言，通过搜集中国人的故事用英语所学进行讲述，培养跨文化意识以及文化自信。利用小组合作以及问题启发来探究主题意义，促进语言学习和思维活动的融合，实现语言能力的迁移和核心素养的落地。
教学目标
1. 通过复述温顿生平，总结人物传记结构特点； 2. 读懂屠呦呦的简历，并梳理人物传记所需内容和语言，写出屠呦呦的简略传记； 3. 结合传记写作评价量表，在自评和互评中反思自己的写作并润色升级，感受榜样的力量。
教学重难点
教学重点： 读懂屠呦呦的简历，并根据人物传记的结构梳理简历内容，结合人物传记的特点写出屠呦呦的简略传记，感受榜样的力量。
教学难点： 结合人物传记写作评价量表，自评和互评随堂写作，在反思中润色升级。
教学评价
通过复述温顿主要事迹和相应品质，并给出评价，借助思维导图总结出传记结构及其特点； 借助表格并用完整句子梳理屠呦呦简历内容，能对时间状语进行转换，正确选择动词及其时态。依据人物传记特点仿写屠呦呦的简略传记； 结合传记写作量表，以自评和互评的方式加深对传记结构和语言特点的认识，并对自己的写作进行润色升级。
教学过程
教学活动评价任务设计意图、活动层次Activity 1: Reviewing T guides Ss to review the people and their qualities learned in previous classes. Q：Who impressed you most Why (qualities/achievements/influence) T invite Ss to give a talk in honor of Nicholas Winton. T guides Ss to recall the structure of a biography and predict the features of it. 1.Ss work in pairs and talk about the person who impressed him/her most with supporting details. 2.Ss can give a talk logically, following the steps on page 29. 3. Ss can talk about the structure of a biography. 复习人物品质的话题词汇，为写作做准备。 (描述与阐释) 复习人物品质、主要事迹的表达，为传记写作的迁移运用做准备。 （获取与梳理）Activity 2: Reading for writing Guessing T invites Ss to guess and have a free talk about Tu Youyou. Reading and filling the boxes. T asks Ss to read Tu Youyou’s CV and fill in the boxes with complete sentences (P30-31). 2.1 Introduction Name of the person: Her biggest achievement: Q1: What contributed to her achievement Education Work experience 2.2 Main Body (Major events in time order) Education: Work experience: Conclusion (Your opinion on her contribution) T asks Ss to have a group discussion. Q2:What are the influences of her achievements Q3:What qualities lead to her achievements 1.Ss can guess the name and talk about what they know and what they want to know about Tu Youyou. 2.Ss can fill in the boxes with complete sentences with correct tense and adverbial of time. 3.Ss have a discussion actively and can analyse the influences of her achievements and figure out the reasons for her achievements, like her devotion, determination, persistence, etc. 引导学生关注中国优秀榜样，通过KWL激活学生的阅读和写作兴趣。 （感知与注意） 通过阅读简历，根据传记的结构和特点梳理写作人物传记所需素材。 （获取与梳理） 小组合作降低难度，同时多角度分析问题，能通过讨论和思考，学习屠呦呦身上的优秀品质，从榜样中汲取力量。 （分析与判断） Activity3 Writing & Reviewing/Evaluating Group discussion Is this a well-written biography What are the problems How to improve it What are the features of a biography □ Is it organized in the right order □ Are the important details (i.e. basic personal information, education, work experience, achievements, qualities, influence) fully covered □ Is the language logical & coherent □ Is the tone formal for a biography □ Are the sentences well-constructed and varied in structure Writing T asks Ss to write a biography of Tu Youyou with the information from Activity 2 as well as the checklist provided. Self-evaluation and peer-evaluation. T guides Ss to evaluate their writing by referring to the checklist. Ss have a heated discussion, find out the problems and brainstorm the ways to improve the article based on the checklist. 2.Ss write a biography of Tu Youyou by following the structure of a biography, with the information from the boxes and the reference from the checklist. 3.Ss can find out the problems of their writing and make some improvements according to the checklist. 培养学生关注语篇特点，培养语篇衔接和连贯意识以及发现问题的能力。 （分析与判断） 根据表格信息进行语篇层次的写作训练，培养篇章写作能力，树立文体意识，提高语言运用能力。 （内化与运用） 培养学生自评和互评的习惯和能力，运用元认知策略以及合作学习能策略提高自己的语言学习能力。 （批判与评价）Activity 4 Process writing/ polishing T guide Ss to have a process writing of a sample biography with logic, coherence and varied sentence patterns. 4.1 How to make the first paragraph more eye-catching (for the first time; groundbreaking achievements; put the name of the person in the second sentence to make a hook, attracting the readers attention.) 4.2 How to make the body part more logical & coherent & varied (change the position of adverbial of time, use the time as a subject with personification; add some logical words and transitional words.) 4.3 How can we make the last paragraph more conclusive and coherent T asks Ss to appreciate the sample writing and have a self-reflection. Q1: What have you learned Q2: What are the features of a biography Ss can provide some shining words and sentences under the guidance of the teacher. Ss can share their improve version in class. 通过句式升级和替换，提高篇章衔接意识和语言准确性和句式多样性；通过过程写作和润色，加深对评分标准以及流程的认识。 （内化与运用） Activity 5 Summarizing and assigning the homework. Polish your writing. Recommend someone as “Person of the Year”.
板书设计