英语外研版（2019）必修第三册Unit 2 Making a difference单元教案

Book
3
Unit2单元教案
单元框架
Starting
out（背景激活）：预热话题，理解主题意义
内容分析
本板块旨在帮助学生初步了解中外的助人主题日及对社会有突出贡献的人物,激发学生的学习兴趣激活学生与单元主题意义相关的语言知识和文化知识,为开展整个单元的学习活动进行铺垫和预热。
活动1是一段介绍中华慈善日和国外
Pay
It
Forward
Day的视频,引导学生认识中外文化都倡导助人为乐和参与公益活动。活动2要求学生看图片中的人物,阅读他们的名言,了解他们为社会做出的贡献,最终形成对优秀品行的认同并学会相关表达。
通过视频、文字、图片、表格等多模态语篇的学习，激活帮助他人，助人为乐，公益事业的背景知识和语言知识；通过分析话题内容、加工信息，培养描述人物品格，性格特点的语言技能、增强助人为乐的优良美德文化意识和发现问题解决问题的思维品质。
Understanding
ideas（主题理解）：主题语篇阅读
内容分析
本板块呈现一篇描述普通人做公益事业的新闻特写,语篇类型为人物介绍,介绍了一位名为Ryan的加拿大男孩从事公益事业和志愿服务的过程,描写了他的个人成长,引发学生思考个人成长的社会意义。读前的导入活动通过地图形式呈现了非洲国家淡水资源匮乏的问题,激活学生既有的背景知识并引导学生思考如何解决这一问题。读中活动考查学生带着具体任务完成阅读和定位信息的能力。读后活动则通过分析文章标题、梳理故事线、细节理解以及开放性问答等,启发学生深入思考,运用所学知识创造性地探究单元主题意义。
在语篇中学习核心语言和社会公益机构文化知识，培养理解主题意义小小的善举就能改变世界、分析话题内容面对很多国家和地区缺水的这一现象，普通的男孩积极做出的应对方案、理解语篇结构和语言知识的能力。
Using
language（功能运用）：内容分析
语法部分的语段介绍了两名学生对Ryan基金会的评价;词汇部分通过对四个人物性格的介绍,呈现了与个人品质有关的词汇;听说部分的材料是一段咨询志愿者工作的电话录音引导学生学习如何在打电话的过程中步步获取相关信息。通过在真实语境下的综合技能训练,加深学生对单元主题意义的理解,提高其综合语言运用能力。
学习词汇、过去分词作定语语法知识，开展听说技能训练
通过专项和综合性语言实践活动，学习语言知识，培养语言技能，为真实交际做铺垫。
Developing
ideas（思维拓展）：读写结合训练
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。
通过新语篇拓展主题内容，深化单元话题理解，激发探究兴趣与愿望，培养逻辑思维、批判思维和创造思维能力；通过读写结合，提高阅读和写作技能。
Presenting
ideas（观点表达）：
本板块训练学生的表达技能,请学生推选出自己心目中的“年度人物(
Person
of
the
Year)”。“年度人物”可以选择名人或者自己身边熟悉的人。请学生按照要求填写人物信息表,然后在小组内协商选择出本组拟推荐人物,最后在班级内分享本组推选出的“年度人物”。
以观点阐述、讨论、评选、演讲、辩论等口头表达形式进一步促进学生对所学内容的复习与掌握，并在真实的情境下运用和实践。
Reflection（自我评价）：
回归单元话题学习目标，通过学生自我反思，总结学习成果，查找不足，逐步培养自主学习的能力。
Project（项目实践）：
本单元的项目实践活动内容是创办志愿者组织。学生在教师指导下分小组开展课上课下学习实践活动,通过调查研究了解一些志愿者组织和机构,然后小组讨论确定需要帮助的人群,制订计划,组建志愿者组织。请学生从身边、社区小事做起,开展实际的志愿服务工作,并鼓励学生总结经验,不断改进,把志愿服务工作坚持下去
提供真实的语境和任务，帮助学生综合运用本单元所学技能和知识，有效完成开放性任务，对单元主题进一步延伸和探索。
单元整体教学方案设计
Unit
2
Make
a
difference
单元主题
本单元的主题语境是“人与社会”,涉及的主题语境内容是优秀品行与社会责任感。本单元从介绍中外的助人主题日及优秀人物开始,通过讲述几位优秀人物的突出事迹和他们从事的公益事业,丰富学生对优秀品行的认识,引导学生深入了解中外普通人乐于助人的高尚品格和善行的力量,最终形成积极参与志愿服务活动的态度。
人与自然：人类生存、社会发展与自然环境的关系；水资源保护；
人与社会：公益组织,社会责任感,中外优秀人物的突出事迹和公益事业；
人与自我：公民义务与社会责任。
语篇类型：个人故事,人物传记,电话咨询,个人简历和其他多模态语篇；
语言知识：
Grammar：
–ed
as
attributive
Vocabulary:
Dealing
with
personal
qualities,
biography
文化知识：人与社会公益组织，公益事业，不同文化在助人为乐方面的共同之处。
语言技能：
Listening
&
speaking：Making
a
phone
enquiry
Reading：Personal
story;
biography
Viewing：
Always
Ready
to
Help
Writing：Person
of
the
Year
学习策略：元认知策略、认知策略、交际策略、情感策略；
评价设计：形成性评价：课堂观察、作业质量、自我评价
终结性评价：单元达标检测
2、教学目标
学生能够围绕本单元的主题语境内容,基于单元提供的个人故事、人物传记、电话咨询、个人简历等多模态语篇,综合运用各种语言技能,读懂语篇内容,听懂并能独立进行电话咨询,丰富对志愿服务活动的认识;能够使用新学语言描述人物品行,恰当使用过去分词作定语描述人物的事迹,撰写人物介绍,探究不同文化在助人为乐方面的共通之处,深化对单元主题意义的理解与挖掘;能够运用单元所学知识评价人物对社会的贡献,分享自己的志愿服务经历,培养自己坚持善行、关爱他人的人生态度,树立为社会服务的意识,形成正确的人生态度和价值观;通过运用各种学习策略,在自主、合作与探究式学习的过程中,结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程,提高自己的理解和表达能力,最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
认
知
发
展
脉
络：
（
1
）Understanding
ideas
：通过对普通人做公益事业的新闻特写的阅读，获取不同侧面的信息，促进学生对公益事业和志愿服务的深度探究，而非表象性理解；
（
2
）Developing
ideas
：了解Nicholas
Winton的生平,加深对本单元主题意义的认识，理解并学习在危险环境中坚持善行,
关心他人的人生态度。
（
3
）Presenting
ideas：带领学生通过本单元的学习，更深一层理解人物的善德品行,
根据自己的理解推选出心目中的”年度人物”，盘活本单元的语言学习。
3、评价设计
过程性评价
课堂观察：情感态度、任务完成情况、进步情况
作业质量：及时性、质量
学生自评：
同伴互评：
终结性评价
单元达标检测
课时划分
Period
1：Starting
out
&
understanding
ideas
Period
2
：Using
Language（I）：
-ed
as
attributive
Period
3
：
Personal
qualities
&to
be
a
volunteer
(listening)
Period
4
：Developing
ideas
(I)
Period
5
：Developing
ideas
(II)
Writing
Period
6
：Presenting
ideas
&
Reflection
Period
7
：A
Test
分课时教学设计：
Period
1
1.
整体设计思路
课型：阅读课
教学内容：Starting
out
，Understanding
ideas
教学要点：
本板块旨在帮助学生初步了解中外的助人主题日及对社会有突出贡献的人物,激发学生的学习兴趣激活学生与单元主题意义相关的语言知识和文化知识,为开展整个单元的学习活动进行铺垫和预热。
教材分析:本板块呈现一篇描述普通人做公益事业的新闻特写,语篇类型为人物介绍,介绍了一位名为Ryan的加拿大男孩从事公益事业和志愿服务的过程,描写了他的个人成长,引发学生思考个人成长的社会意义。文章分六个段落展开。语篇框架为:
Part1
Ryan’s
awareness
of
life
situation
in
Africa.
(para1)
Part2
Ryan’s
efforts
to
build
well
successfully
for
African
(para2-4)
Part3
Ryan’s
foundation
(para5)
Part4
Ryan’s
dream
into
a
reality
(para6)
2.
教学目标
;主题意义：引导学生看懂视频,并通过看图片和阅读名言,归纳相关人物的品行;
知识与技能：通过本节课的学习，使学生能
（1）理解故事发展的时间顺序,学习并掌握与话题相关的语言知识并对“帮助他人”这一话题进行深入思考。;
（2）引导学生通过看图了解背景知识,对淡水资源匮乏问题进行初步思考;
（3）在语篇中学习contribution,
relief,
effective,
break
into,
reality六个生词和短语以及与话题相关的文化知识；
（4）基于文章内容联系生活,发表自己的意见和观点。
思维品质：学生能应用逻辑思维和批判性思维梳理作者的观点，解释语篇主题；
学习能力：运用各种学习策略梳理文本内容、加深对主题意义的理解；
3.
教学重难点
（1）通过阅读文本获取关键信息，并对信息进行加工处理；
（2）运用各种学习策略，梳理语篇内容及语篇结构。
（3）理解故事发展的时间顺序,学习并掌握与话题相关的语言知识并对“帮助他人”这一话题进行深入思考
4.
教学过程
Step
1.
Starting
out
Activity
1
1.
Play
the
video
to
the
students
and
then
have
them
answer
the
questions
offered
in
the
text.
①
What
kinds
of
good
deeds
are
shown
in
the
video?
②
What
idea
does
the
video
convey?
2.
Play
the
video
again
and
check
the
answers
with
the
class.
【设计意图】通过图片和视频引出话题，进而通过讨论，引导学生对话题内容进行梳理，对”帮助他人”形成初步的认识
Activity
2
1.
Work
in
pairs.
Let
them
look
at
the
pictures
and
talk
about
the
three
people’s
contributions
and
their
outstanding
qualities.
Role
models
Occupations
His/her
contribution
and
outstanding
qualities
Bai
Fangli
Florence
Nightingale
Red
Adair
2.
Ask
several
students
to
report
the
results
of
the
discussion.
If
time
permits,
guide
the
students
to
think
and
give
other
inspiration
examples
who
have
similar
qualities
to
help
them
expand
their
thinking.
【设计意图】通过讨论图片，引导学生回忆之前学过的描述人物品质的语言,激活已有的语言、背景知识,激发对话题的兴趣对”帮助他人”形成初步的进一步进行思考，最后引出单元主题向优秀人物学习Making
a
difference。
Step
2Pre-reading
Activity
1
1.
Work
in
pairs.
Have
students
identify
the
information
in
the
picture
and
discuss
water
problems
in
Africa.
Notes:
the
meanings
of
the
following
words
per
capita
renewable
cubic
meter
purify
facility
conservation
2.
Based
on
the
background
knowledge,
students
briefly
put
forward
the
possible
solutions
to
supplying
Africa
with
fresh
water.
collect
and
purify
rainwater
fund
water
projects
build
wells
and
pumps
recycle
waste
water
set
up
facilities
to
purify
water
develop
new
water
conservation
technologies
...
...
【设计意图】
首先，让学生看教材中非洲缺水问题的地图，了解背景知识，完成教材Activity
1（P14），学习相关话题词汇.引出对淡水资源匮乏问题的思考，为学生阅读课文做好铺垫。
Step
3:
While
-reading
(skimming)
Activity
2
1.
The
students
read
the
text
with
the
question
so
as
to
identify
the
information
that
they
should
pay
special
attention
to
in
the
passage.
2.
Ask
the
students
to
answer
the
questions
and
check
the
answers
the
whole
class.
Who
is
Ryan?
What
did
he
do?
What
was
the
result
of
his
effort?
3
(skimming)
1.
Strengthen
students'
understanding
of
the
theme
by
choosing
the
best
explanation
of
the
title.
2.
Check
the
answer
with
the
class
and
ask
some
students
to
explain
their
choice.
a
The
well
built
by
Ryan
solved
the
problem
of
world
water
shortage.
b
The
more
wells
you
dig,
the
better
the
world
will
be.
c
The
well
built
by
Ryan
encourage
more
people
to
help
make
the
world
a
better
place.
The
answer
is
_______.
The
reason
I
think
is
_____________________________________
__________________________________________________________________________
3.
Find
out
the
main
idea
of
each
paragraph
Para.
1
A.
Ryan's
kindness
paid
back
Para.
2
B.
Ryan
made
his
dream
a
reality
Para3
C.
Ryan
raised
money
and
built
a
well
successfully
in
Uganda
Para.
4
D.
Ryan
realized
African's
difficulties
of
fresh
water
shortage
Para.5
E.
Ryan
set
up
a
foundation
and
benefited
many
people
in
Africa.
Para.
6
F.
Ryan
planned
to
earn
money
to
build
a
well
in
Africa,
but
faile
【设计意图】通过skimming找到故事的关键信息，选择对标题最好的解释，理解故事按照时间顺序发展的特点。锻炼学生快速浏览课文的能力及查找关键信息的能力,为深入思考主题打下基础。通过讨论答案，培养学生们合作意识。
Step
4:
Further
-reading
Activity
4(scanning)
1.
Lead
the
students
to
further
comb
the
text
and
complete
Ryan’s
story
with
expressions
from
the
passage.
1
Ryan
could
get
clean
drinking
water
within
ten
steps,
but
some
African
children
had
to
1________________________.
So
Ryan
decided
to
help.
2
Ryan
cleaned
windows
and
did
gardening,
and
reached
2
____________.
but
when
he
3
_____
______________
,
he
was
told
it
cost
$2000
to
build
a
well.
3
Ryan
persuaded
his
classmates
and
neighbors
to
4
________________.His
mother's
friend
also
helped
him.
After
months,
he
raised
enough
money
and
a
well
was
built
in
Uganda.
4
Ryan
visited
Uganda.
He
saw
5
_______________.
He
also
saw
6
_____________
who
had
turned
to
welcome
him.
5
Later,
Ryan's
experience
led
him
to
7
_____________.
to
encourage
more
people
to
help.
6
Today,
the
life-changing
gift
of
clean
water
8
_____________________________.
2.
If
time
permits,
students
are
asked
to
retell
Ryan’s
story
following
the
storyline.
1.chronological
order
As
a
six-year-old
schoolboy?
at
first?
after
several
months?
In
Uganda?
later?
today
2.
the
sequence
of
events
decide
to
help
?
plan
to
earn
money
for
his
first
target
?
ask
more
people
for
help
and
persuade
them
donate
money?
set
up
a
foundation
to
encourage
more
people
to
help
?
Today,
benefit
people
in
Africa
countries
通过完成句子的填写帮助学生进一步梳理语篇内容，更加深入理解文章主题与全文的逻辑结构，提高学生对于记叙文的语篇特征的理解。同时通过时间的提示尝试用自己的话复述课文复述，进一步加深对文本内容的理解，提高语言运用能力。
Step
5:
Post-
reading:
Think
and
share
1.
Based
on
their
own
life,
students
are
encouraged
to
expand
and
transfer
their
knowledge
and
abilities.
Ask
students
to
voice
his
or
her
opinion
about
Ryan’s
virtues.
a
Ryan’s
good
qualities:
b
His
quality
I
admire
most:
2.
The
teacher
divides
students
into
groups
to
talk
about
what
he
or
she
can
do
to
help
others
in
need.
【设计意图】通过讨论和分享，引导学生梳理Ryan的美德，基于文章内容联系生活,发表自己的意见和观点。
Step
6.
Consolidation
I：Complete
the
summary
of
the
text
by
filling
the
blanks
with
proper
words
or
phrases.
V.课文缩写填空
Ryan,
a
six-
year-old
Canadian
1_________,
had
trouble
believing
the
words
spoken
by
his
teacher
that
many
people
in
developing
2_________
countries
couldn't
get
enough
clean
water.
When
he
saw
the
3_____
in
front
of
his
classroom,
he
couldn't
help
asking
himself
some
questions
and
thinking
to
himself:
"Why
don't
I
help?"
He
made
a
plan
to
earn
money
but$70
was
so
little
that
it
couldn't
afford
a
single
4_______
For
him,
$2,000
money
was
a
lot
of
money,
but
he
didn't
5________.
He
was
determined
to
help
other
children
in
Africa,
so
he
asked
for
help
from
6________
and
7________
to
donate
money.
At
the
same
time,
his
mother's
friend
made
his
story
in
public.
Finally,
he
successfully
built
a
well
in
Uganda
and
was
thought
highly
of.
After
that,
he
set
up
Ryan's
8_________
with
which
over
800,000
people
countries
across
Africa
have
9________from
the
life-changing
gift
of
clean,
safe
water.
Now,
as
an
adult
Ryan
made
his
dream
a
10________
with
his
courage
and
perseverance.
【设计意图】本环节旨在引导学生回顾全文，更深层次理解作者的写作意图，并帮助学生学习和初步运用所学的语言知识。
Step
7.
Assignment
1.
Review
the
basic
usage
of
the
new
words
and
expressions
learned
in
Period
One.
【设计意图】
根据本课所学的内容和思维方法，审视现实问题，引导学生用思辨的眼光看待问题，拓宽对这一主题的认识。
分课时教学设计：Period
2
Using
language(I)
1.
整体设计思路
课型：语言知识运用（语法与话题词汇）；
教学目标
1引导学生观察例句,发现并归纳出过去分词作定语的特征和用法,并能在真实语境中运用
教学内容：
-
ed
做定语；
教学要点：
基于话题和课文，按照“观察－归纳－运用”的路径，引导学生理解、归纳-ed
作定语的句式结构和语法意义，并内化运用；
思考过去分词和定语从句作定语的不同之处
语段介绍了两名学生对Ryan基金会的评价,为语法和词汇的运用创设语境。
教材分析
本课时的教学内容分成两部分：
第一部分以回顾观察课文中出现的-ed
作定语的结构出发点，到探索其表意功能，再到两个语篇中识别、运用该结构，帮助学生进一步理解基金会公益组织这一主题，了解人们可以用很多种方式来践行公益活动，帮助他人（Ryan的基金会及联合国儿童基金会）
第二部分为相关的练习，在实践中巩固和掌握这种语法现象，由认知到理解应用，符合学生的认知规律，在学习语言知识的同时，也有利于培养学生批判性思维和创新思维品质。
学情分析
经过前面的学习，学生初步接触了定语从句和-ed作定语和状语的情况，为本节课继续学习-ed作定语的意义及用法打下了基础。另外，学生经过本单元第一课时的学习，已经形成了对主题意义的理解，并储备了部分话题词汇。在此基础上，大部分学生有能力用英语完成更为高阶的学习活动，完成语言的迁移和运用。
2.教学目标
通过本课的学习，学生能够观察例句,发现并归纳出过去分词作定语的特征和用法,并能在真实语境中运用;
3.教学难点
（1）理解-ed作定语的语法意义与功能；
（2）理解-ed作定语的位置运用本单元所学语法结构，进行较为连贯的口头表达。
（3）理解过去分词和现在分词作定语的区别
4.
教学过程
Step
1.
Lead-
in
Translate
the
following
sentences
with
attributive
clauses.
我正在读由鲁迅写的一本书。
I
am
reading
a
book
which/that
is
written
by
Luxun.
这座正在被建的桥将于明年竣工。
The
bridge
which/that
is
being
built
will
be
completed
next
year.
Can
you
write
the
two
sentences
in
a
more
simple
way?
________________________________________________________________
【设计意图】让学生们从学过的定语从句入手，引入同学们对过去分词作定语这一语法现象的初步思考
Step2
Activity1
Review&
Discovering
the
structure
（1）感知语法：研读例句a,
b（P17/A1）
a.
…
Ryan
had
trouble
believing
the
words
spoken
by
his
teacher…
b.
In
Uganda,
Ryan
at
last
saw
the
finished
well
with
his
own
eyes.
c.
…Ryan
had
trouble
believing
the
words
which
were
spoken
by
his
teacher.
d.
In
Uganda,
Ryan
at
last
saw
the
well,
which
was
finished,
with
his
own
eyes.
I:
What
was
spoken
in
sentence
(a)?
What
was
finished
in
sentence
(b)?
2:
Why
does
author
use-ed
instead
of
–ing?
Read
sentence
a
and
sentence
b
again,
think
about
why
one
past
participle
is
after
the
noun
while
the
other
is
before
the
noun
3What
is
the
difference
between
the
two
groups
of
sentences?
4
Why
does
the
author
choose
to
use
–ed
instead
of
an
attributive
clause
in
the
reading
passage?
【设计意图】
通过对教材中两个例句的分析，时学生初步感知-ed作定语的语法结构与意义，思考过去分词作定语的位置，区分过去分词作定语与定语从句作定语的不同，为学生下一步在课文中找出类似句子做好铺垫。
（2）发现语法：回归课文
I:
In
the
two
examples,
we
can
find
an-ed
form
before
or
after
a
noun.
Can
you
find
some
more
similar
sentences
in
the
text?
I
can
give
you
some
questions
as
clues.
【设计意图】
通过回读课文，发现其中使用-ed作定语的句子，为进一步探究语法规则做好铺垫。
（3）总结归纳
过去分词是动词的另一种非限定形式,性质上相当于形容词或副词,在句子中可以作表语、定语、宾语补足语和状语,一般表示______或_______的意思。过去分词作定语的具体用法如下,。
1)单个分词作定语,一般置于被修饰的名词_______,常表示已经完成的动作(或没有一定时间性的动作)例如
In
Uganda,
Ryan
at
last
saw
the
finished
well
with
his
own
eyes.
2)若被修饰的代词为
those,
something,
everything,
nothing等,则过去分词要放在其后。
例如:
He
is
one
of
those
invited.(他是受邀人之一。)
3)过去分词短语作定语,置于所修饰的名词______。
例如Would
you
like
to
explain
in
detail
the
problems
mentioned
in
this
chapter?
(
4)当过去分词或过去分词短语位于被修饰的名词之后时,往往可用定语从句替代。
例如:
Most
of
the
guests
invited
to
the
party
were
my
classmates.
-
Most
of
the
quests
who
were
invited
to
the
party
were
my
classmates.(大部分受邀参加本次聚会的宾客都是我的同学。)
【设计意图】引导学生通过探究-
-ed作补语的语法意义和功能，归纳总结语法运用规律。
Step
3.
Using
the
structure
（1）Do
Activity
2
(P17)
Read
the
discussion
between
two
students
about
Ryan’s
foundation.
Rewrite
the
underlined
sentences
using
the
-ed
form.)
【设计意图】带领学生了解他人对Ryan基金会的评价，在真实语境中巩固对过去分词作定语结构的理解。
What
do
you
think
of
their
opinion?
Do
you
know
any
other
charity?
Let’s
move
on
to
Activity
3.
（
2
）Activity
3
（P17）
I:
Read
the
passage
and
choose
the
correct
form
of
the
words.
Q
1:
What’s
the
main
idea
of
the
passage?
Q
2:
When
it
was
founded,
what
was
its
mission??
Q
3:
What
about
now?
The
United
Nations
Children’s
Fund,
also
knowing
/
known
as
UNICEF,
is
a
United
Nations
(UN)
organization
basing
/
based
in
New
York.
It
offers
help
needing
/
needed
by
children
all
over
the
world.
UNICEF
was
founded
on
11
December
1946,
to
provide
food
and
healthcare
to
children
in
countries
damaging
/
damaged
in
World
War
II.
Since
1953,
the
UNICEF
has
taken
up
an
extended
mission
to
help
children
in
the
developing
/
developed
world,
including
those
living
/
lived
with
diseases
or
disabilities,
and
those
affecting
/
affected
by
rapid
modernisation
and
environmental
problems.
Now,
UNICEF
has
been
working
to
improve
the
lives
of
children
and
their
families
across
190
countries
and
territories.
Summary
v.-ing
表示正在进行中的
v.-ing修饰those,
those与live之间为主动关系
v.-ing
shows
an
active
relationship
while
v.-ed
shows
a
passive
relationship;
v.-ed
can
be
used
as
an
adjective
which
means
“……的”while
v.-ing
is
used
as
an
adjective
which
means
“令人……的”;
when
used
as
an
attributive
part,
v.-ed
and
v.-ing
can
be
used
to
replace
an
attributive
【设计意图】引导学生了解世界上其他公益组织，培养学生的国际视野和公民意识，并提醒学生关注过去分词在语段中的使用。
Step4
(Language
points)重点句和重点词汇分析长句,并识别划线短语
Since
1953，UNICEF
has
taken
up
an
extended
mission
to
help
children
in
the
developing
world，including
those
living
with
diseases
or
disabilities，and
those
affected
by
rapid
modernization
and
environmental
problems.
take
up
开始从事；对……产生兴趣；占用（时间），占据（空间）◆
take
back
收回（前言）
take
down
写下，记下
take
in
欺骗；领会；吸收；理解
take
on
雇用；呈现
take
off
取下；脱下；拆下；突然成功；起飞
extend
v.
持续；延伸
extend
a
road/house
扩建公路
/
房子
extend
the
deadline
延长最后期限
extension
n.
扩大，延伸
extensive
adj.
广阔的，广大的
◆单句语法填空
（1）The
terrible
fire
last
week
caused__________（extend）
damage.
（2）He
first
entered
Britain
on
a
six-month
visa，and
was
given
a
further
__________（extend）
of
six
months.
（3）With
the
road
of
our
village__________（extend），it
is
convenient
for
us
to
travel
outside.
disability
n.
残疾，残障
◆要点必记
people
with
disabilities
=the
disabled
残疾人
（“the+adj.”表示一类人，作主语时，谓语动词一般用复数）
a
physical/mental
disability
生理缺陷/
心理障碍
a
learning/reading
disability
学习
/
阅读障碍
◆单词积累
able
adj.
能的，有能力的→
disable
vt.
使残疾；使无能→
disabled
adj.
残疾的，无能的→
disability
n.
残疾，无能
able
adj.
能的，有能力的→
unable
adj.
不能的，无能力的
able
adj.
能的，有能力的→
enable
vt.
使能够
【设计意图】巩固所学新单词，分析其用法，在语境中理解掌握，有效增大词汇量
Step5.Consolidation
1(fill
in
the
blanks
using
the
appropriate
form
of
the
given
words)
I
have
a
lot
of
work
_____
(do).
He
is
looking
for
a
room
______
(live)
in.
The
_______
(defeat)
athlete
felt
very
disappointed.
The
_______
(move)
object
looks
like
an
iron
ball.
He
is
reading
a
novel
_______
(write)
in
English.
Do
you
know
the
dustman_______
(work)
in
the
library?
2翻译句子
去年建造的楼是我们的教学楼。
现在正在建造的楼说我们的教学楼。
下个月将要建造的楼是我们的教学楼。
【设计意图】区分三种非谓语动词作定语；区分过去分词，现在分词的被动语态与动词不定式的被动语态，强化所学内容，活学活用。
分课时教学设计：Period
3
Using
language(
II)
教材分析
词汇部分通过对四个人物性格的介绍，呈现了与个人品质有关的词汇；
听说部分的材料是一段咨询志愿者工作的电话录音,引导学生学习如何在打电话的过程中一步步获取相关信息。通过在真实语境下的综合技能训练，加深学生对单元主题意义的理解，提高其综合语言运用能力。
该文难度适中，所讨论的话题与学生的生活息息相关，易产生共鸣。
学情分析
通过前两个课时学习，学生已对“助人”这一主题意义有了一定理解并储备了一定的话题词汇，为本节课继续拓宽加深奠定了基础。但通过听来获取信息和学习运用“电话询问”的表达方式，仍会成为学习中的困难，需要教师的帮助与指导。
2.教学目标
通过本课的学习，学生能够
（1）学习并总结更多描述个人品质的话题词汇
（2）从听力内容中准确捕捉特定信息；
（3）掌握电话咨询的相关内容和用语并加以运用。
（4）形成的实际交际策略，并迁移运用于真实情景讨论。
3.教学重难点
（1）在听的过程中，获取并归纳关于志愿者活动的相关信息；
（2）捕捉并归纳“电话咨询”的表达，并迁移运用于相似情景的交流中。
（3）通过发散性思维，拓展主题内容。
4.教学过程
Step1.
What
is
your
friend
like?
Brainstorming:
words
used
to
describe
your
friends
(tall
short
cute
lovely
easygoing
shy
careful
careless
careful
careless
beautiful
handsome
generous
mean
clever
smart
warm-hearted
kind
naughty
serious
)
Step2
Activity4
1)
Look
at
the
four
pictures
and
read
the
four
paragraphs
by
yourself
then
underline
the
words
that
describe
personal
qualities.
2)
Ask
individuals
to
share
their
words,
and
ask
the
other
students
to
tell
right
or
wrong.
3）Ask
ss
to
discuss
other
words
that
can
be
used
to
describe
personal
qualities
in
groups.
【设计意图】锻炼学生的自主阅读能力，找出描写人物性格的词。通过小组活动，增强孩子们的合作意识，让优生带薄弱生，提高词汇量。
Activity
5
Put
the
words
you
underlined
in
Activity4
into
the
table.
Add
any
more
you
can
think
of
Positive
negative
neutral
Independent
generous
honest
confident
never
nervous
creative
easygoing
a
sense
of
humor
positive
lazy
mean
unkind
moody
selfish
humorless
sensitive
serious
bookish
shy
Activity6
Work
in
pairs
and
talk
about
people’s
qualities
using
the
words
you
have
learnt.
【设计意图】用新学的语言知识进行对话交流，实现语言知识与思维能力的迁移，提高恰当运用英语表达个人观点的能力。小组间的竞赛活动，能提高学生的学习积极性。
Step3
To
be
a
volunteer
Listening
1.
Pre-listening
1)
Read
“Did
You
Know”
and
learn
more
information
about
how
to
be
a
volunteer.
Before
listening
read
the
short
passage
and
underline
the
basic
information
about
charities
in
UK.
Do
you
know
any
charities
in
our
lives?
Supposing
you
have
not
enough
time,
but
you
have
a
lot
of
free
time,
would
you
like
to
be
a
volunteer?
【设计意图】了解背景知识，加深学生对慈善事业的认识，激发他们投身慈善事业的愿望。
2)
Look
at
the
“Learning
to
learn”
and
get
some
skills.
2.
While-listening
Listen
to
the
phone
enquiry
and
complete
the
sentences
with
the
correct
ending.
3.
Deep-listening
1)
Listen
again
and
complete
the
form.
2)
Now
talk
about
how
Sarah
makes
a
phone
enquiry
on
becoming
a
volunteer.
Listen
again
if
necessary.
4.
Post-listening
1)
Work
in
pairs.
Act
out
a
telephone
enquiry.
2)
Work
in
pairs.
Think
about
other
voluntary
work
you
would
like
to
be
involved
in,
and
have
a
similar
conversation.Activity7
Read
the
通过泛听、精听、多层次听力训练，能够让学生对听力材料有初步了解，锻炼学生对文章表层含义理解，养成良好的听力习惯，提高听力技能。并且帮助学生组织语言回答听前、听后问题。
Step4
work
in
pairs.
Act
out
a
telephone
enquiry.
Student
A
turn
to
page
81.
Student
B
turn
to
page84.
Step5
Work
in
pairs.
Think
about
other
voluntary
work
you
would
like
to
be
involved
in,
and
have
a
similar
conversation.
【设计意图】学生从你感兴趣的志愿者活动选取一个问题，准备一个对话，活学活用。
Step
6
language
points
1.
…she’s
generous
and
never
hesitates
to
help.
hesitate
v.
to
pause
before
saying
or
doing
sth.
because
you
are
nervous
or
not
sure
hesitation
n.
犹豫;
踌躇;
迟疑
hesitate
about/over…
对……犹豫hesitate
to
do…
犹豫着要做某事
eg
He
hesitated
for
a
moment
and
then
said
“yes”.
He
was
hesitating
over
whether
to
leave
or
not.
2.
He
often
comes
up
with
good
ideas.
come
up
with
v.
to
think
of
an
idea,
answer
eg
We’re
asked
to
come
up
with
some
new
ideas.
Step-7
Homework
-
Review
new
words
and
phrases
learned
in
this
period.
-
Surf
the
Internet
to
find
more
expressions
about
volunteer.
分课时教学设计：Period
4
Developing
ideas—The
power
of
Good
教材分析
教材中本课主要内容分为两个部分，即阅读和写作。
阅读部分主要是通过不同角度展现本单元主题，其内容为一篇自传“善的力量”，即从另一个视角向学生阐释如何为人类世界作出一些有意义的事情。
在写作部分中，学生将先读到一篇关于屠呦呦的个人简历，进而引导学生对该阅读材料进行归纳总结，写出一篇人物自传。
1.
语言技能目标
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前、读后问题；
（2）用所学的词汇和语言的对课文进行复述；
（3）能够读懂细节信息并能理解阅读中生词含义。
2.
语言知识目标
（1）能够正确运用一下单词和短语:
Nazi,
Jewish,
aid,
temporary,
military,
rise
to
one’s
feet,
achievement,
knighthood,
chief,
major,
treatment,
obtain,
drug,
certificate,
ministry,
further等。
（2）能够理解文章中长难句并准确翻译。
3.
文化意识目标
（1）了解人们做慈善事业的意义；
（2）了解人们对慈善事业的理解和态度。
4.
情感态度目标
正确认识慈善事业的重要性，以及如何在日常生活中如何处理看待慈善事业，以及自己是否愿意为慈善事业献一份力。
1.
理解文章逻辑关系及架构，理解文章写作意图；
2.
引导学生如何对阅读材料进行总结归纳；
3.
引导学生谈论慈善事业相关话题并谈谈收获与感想。
教学步骤
教学活动
Step-1
Reading
Activity-1
Pre-reading
Read
the
word
to
predict
what
the
man
in
the
pictures
might
have
done.
Talk
about
what
you
have
known
about
World
War
II.
Ask
and
answer
questions
about
World
War
II.
When
did
the
World
War
II
began?
Which
countries
invaded
other
countries?
Which
countries
were
taken
over
by
invaders?
What
did
people,
especially
the
Jewish,
suffer
during
the
war
in
these
countries?
What
did
people
do
to
fight
against
the
invaders?
【设计意图】根据单词云的提示，猜测故事，并启发同学们思考二战背景，对英国的“辛德勒”这一人物进行初步思考活动,引导学生主动理解“善的力量”。
Read
the
biography
of
Nicholas
Winton
and
check
your
prediction
in
last
activity.
Activity-2
While-reading
Listen
and
read
the
text
quickly
and
finish
the
chart
to
collect
basic
information
about
Nicholas
Winton.
Nicholas
Winton
birthday:
____________________________
birthplace:
___________________________
nationality:
__________________________
work
experience:
_________________________________________________________________
_________________________________________________________________
【设计意图】通过听和读,记录人物关键信息，锻炼同学们的听写能力。
Activity-3
Deep-reading
1)
Match
the
events
to
the
years
in
which
they
happened.
Winton
left
the
military.
He
was
awarded
the
Order
of
the
White
Lion.
He
went
to
Prague
to
help
refugees
escape
from
the
Nazis.
He
was
invited
on
to
the
British
television
programme
That’s
Life.
He
became
a
businessman.
____1931
_____1938
______1954
______1988
_____2014
2)
Think
and
share
Now
we
can
know
an
outline
of
Nicholas
Winton
and
his
experience.
born
on
19
May
in
London
1909
1931/
returned
to
Britain;
worked
in
business
came
to
Prague,
help
children
escape
from
the
Nazis
1938
1939
saved
669
children
left
the
military
1954
1988
be
invited
onto
the
British
television
programme
That's
life;
various
honours;
knighthood
2003
2014
the
Order
of
the
White
lion
passed
away
on
I
July
at
the
age
of
106
2015
【设计意图】让学生对文章结构更加清晰，从而更透彻理解文章。用时间轴把Nicholas
Winton
的生平穿起来，进一步熟悉人物传记这种文体的特点，为自己写作打下基础。
Activity-4
Post-reading
1)Think
and
share
1.
Why
did
the
parents
fear
that
they
would
never
see
their
children
again?
2.
Why
do
you
think
it
took
such
a
long
time
for
Winton’s
action
to
become
known?
3.
Which
three
words
would
you
use
to
describe
Winton’s
personal
qualities?
4.
Do
you
know
of
any
Chinese
who
have
acted
in
a
similar
way
to
Winton?
Share
their
stories
with
the
class.
2)
Work
in
groups.
Give
a
talk
in
honour
of
Nicholas
Winton.
?
Use
the
table
to
help
plan
your
talk.
?
Organise
your
talk
following
the
steps
below.
Say
who
you
are
going
to
talk
about.
Talk
about
his
key
actions.
Talk
about
his
personal
qualities.
End
with
the
main
reasons
why
he
inspires
you.
Give
your
talk
to
the
class.
【设计意图】通过课后表达练习，进一步引导学生正确理解“善良”的意义，从而应用到实际生活学习中，真正做到学以致用。
分课时教学设计：Period
Five
Writing
a
biography
1.
整体设计思路
课型：读写结合课
通过读的训练，了解屠呦呦的生平和成就。阅读并总结人物传记包含哪些内容
根据所读内容，写一篇人物传记
运用创新性思维和批判性思维，分析现实问题，培养思维品质，提升语言能力，发展学生的学科核心素养学习国际主义精神，为人类做贡献的伟大现身精神。
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问题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。
Activity
6部分为学生梳理传记文章架构和语言结构，为学生写作环节提供支撑。
学情分析
通过前面的学习，学生对记叙文，人物传记主题语境有了充分的理解，积累一些语言表达结构。但写作人物传记”这类文，对学生来说是全新的学习内容，需要教师给与具体的指导与帮助。
2.教学目标
通过本课学习，学生能够
（1）通过阅读简历，提取人的关键信息，对简历，人物传记这一语篇类型的文体结构、内容组织及语言表达有深入了解；
（2）将本单元所学内容进行迁移、创新，以书面语形式阐述用时间线介绍人物的主要成就；
（3）根据人物的事迹评价人物的人品，性格，能力，
（4）以小组互帮互学方式，认识和提高自己，评价他人的学习、反思、调整学习策略；
（5）学会写人物传记（P71）。
3.教学重难点：
（1）人物重要时间节点的主要事迹
（2）人物传记包含内容。
4.教学过程Read
to
know
what
a
biography
includes;
Writing
Activity-1
Pre-writing
Watch
a
video
before
reading
Tu
Youyou’s
CV.
Then
ask
students
to
share
their
knowledge
about
Tu
Youyou.
活动1：【设计意图】通过读、看多模态教学帮助学生训练收集、理解阅读材料的能力，为接下来的写作做准备。
人物传记
人物传记类文章属于记叙文的写作范畴，一般都是对被写的人的基本情况(如年龄、出生地、家庭背景、所受教育等)作简单的概述，然后在叙述其事迹或者在某个领域中所做出的的贡献，最后在对其进行评价。写作时，要做到主题鲜明，内容清晰，并注意结构的完整性。
[基本框架]
1．开头(beginning)——简要介绍某个人物及其成就；
2．主体(body)——按照时间或者成就顺序描写该人物；
3．结尾(ending)——你对该人物及其成就的评价。
[常用词块]
1．be
born
in
a
common
family
出生在一个普通家庭
2．in
his
twenties
在他二十几岁的时候
3．graduate
from
college
从大学毕业
4．spare
no
effort
in
finding
out
the
truth
不遗余力地发现真相
5．make
a
great
achievement
in
sports
在运动方面取得很大成就
[常用语句]
★精彩开头
1．Brought
up
by
his
grandparents，Jack
showed
a
strong
interest
in
plants
and
insects.
杰克由祖父母养大，从小就对植物和昆虫产生了浓厚的兴趣。
2．Whenever
you
turn
on
a
light，listen
to
the
CD，or
watch
TV
you
are
enjoying
one
of
the
discoveries
of
Thomas
Alva
Edison.
无论何时，你打开灯、听听音乐或者看看电视，你正在享受托马斯?阿尔瓦?爱迪生的其中一项发明。
3．Li
Yan，an
engineer，was
born
on
February，1965
in
Beijing，China.
李岩是一名工程师，1965年2月出生于中国北京。
★丰满主体
1．As
a
little
girl，she
began
to
show
a
gift
in
playing
piano.
小时候，她就开始展现演奏钢琴方面的天赋。
2．In
order
to
develop
trade
and
friendship
between
China
and
other
countries，he
spent
28
years
on
the
ocean
journeys
and
went
to
more
than
thirty
countries.
为了发展中国和其他国家的贸易和友谊，他花了28年的时间在海上航行，去过三十多个国家。
3．Qi
Baishi's
interest
changed
later
to
simple
things
from
everyday
life，such
as
vegetables，flowers，birds
and
insects.
齐白石的兴趣后来转向日常生活中的简单的东西，如蔬菜、花鸟和昆虫。
★余味结尾
1．He
set
a
good
example
for
us
to
follow
in
achieving
our
ambition.
在实现抱负上他为我们树立了很好的榜样。
2．She
is
honored
as
one
of
the
greatest
writers
in
Chinese
literature.
她被誉为中国文学界最伟大的作家之一。
3．His
achievements
in
space
exploration
are
spoken
highly
of
in
China
even
the
whole
world.
他在太空探索方面的成就在中国乃至全世界都受到高度评价。
Activity-2
While-writing
1)
Based
on
the
last
step,
fill
in
the
boxes
with
the
corresponding
information
?
Introduction
?
Main
body
?
Conclusion
活动2：【设计意图】给学生提供写作素材,常用句式，训练学生整理写作大纲，让学生在写作时思路清晰。
2)
Now
write
a
biography
of
Tu
Youyou.
Use
the
expressions
in
the
box
to
help
you.
Do
further
research
if
necessary.
You
can
use
some
useful
expression
in
the
yellow
table.
Activity-3
Post-writing
Work
in
pairs.
Edit
your
draft
and
then
share
your
essay
with
the
class.
活动3：【设计意图】通过本活动，训练学生相互批改、赏析作文，提高学生写作能力以及口语表达能力。
20分钟
Activity4:
Summary
What
have
we
learnt
in
this
class?
【设计意图】梳理本课所学内容，利用反思、总结等元认知策略，更好地内化本节课所学内容。
Activity5
Homework
Polish
your
writing
again.
【设计意图】反复的写改作文，是提高学生作文水平的有效方式。
分课时教学设计：Period
6-
Presenting
ideas.
内容分析
本板块训练学生的表达技能,请学生推选出自己心目中的“年度人物(
Person
of
the
Year)”。“年度人物”可以选择名人或者自己身边熟悉的人。请学生按照要求填写人物信息表,然后在小组内协商选择出本组拟推荐人物,最后在班级内分享本组推选出的“年度人物”。
学情分析
学生在
Using
language
的词汇环节学习了描述人物性格的相关内容，学生对于人物故事有了一些了解，但是还需要进一步拓展，尤其是与日常生活相联系。
2.教学目标
通过本课学习，学生能够
1
通过本单元的学习,更深一层理解人物的善德品行,根据自己的理解推选出心目中的“年度人物”;
2运用本单元所学语言描述优秀人物的事迹、成就和品格,并说明自己推荐他/她的理由
3恰当表达自己的观点,并通过小组成员合作达成最终意见,完成汇报工作。
4学会使用Useful
expressions
中的句型
3.教学重难点
（1）口语表达自己最尊敬的年度人物的理由并与同学们讨论彼此的想法；
（2）人物介绍的基本内容。
4.教学过程
Step
1:
Leading
in
1
What
kind
of
qualities
do
you
think
should
person
of
the
year
possess?
2Think
of
someone
you
want
to
recommend
as
“Person
of
the
Year”.
You
can
choose
a
well-known
person
or
someone
you
know.
【设计意图】带领学生通过本单元的学习,更深一层理解人物的善德品行,根据自己的理解推选出心目中的“年度人物”;
Step2:
Complete
the
form
about
the
person.
Person
of
the
year
Name
Achievements
Personal
qualities
Reasons
for
recommendation
Step3:
Work
in
groups.
Talk
about
your
“Person
of
the
Year”
and
choose
the
best
one
in
your
group.
And
then
choose
a
member
to
present
to
the
whole
class.
设计意图】锻炼学生自圆其说,并勇敢的把自己的观点清晰准确的表达出来的能力。
Step4
Present
your
“Person
of
the
Year”
to
the
class.
【设计意图】引导学生恰当表达自己的观点,并通过小组成员合作达成最终意见,完成汇报工作
Step
5:
Make
a
report
Pick
out
one
student
from
each
group
to
go
to
the
front
of
the
class
to
report
the
results
of
your
survey
and
your
ideas
of
reducing
carbon
print.
【设计意图】通过报告调查结果，培养学生语言表达能力。
Step
5:
Summary
【设计意图】与学生共同回顾本节课所学内容，并对所学内容进行总结和提升。
Step
6:
Reflection
教学过程建议
学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析,对自己的优缺点和得失做出反思,并与教师沟通改进方法。
第一步:请学生根据学生用书中的评价内容评估自己的学习表现。
第二步:请学生总结在本单元学习过程中掌握的知识内容。
第三步:请学生在自我评价和分析的基础上确定自己需要改进和提高的方面。
第四步:请学生根据自评结果及时与教师交流,探讨改进方法,优化学习策略。
【设计意图】对本单元学习情况进行自我评价环节，利用元认知策略了解自己的收获与不足，为下一步学习做准备。
Summary
把握教学之“标”（课程标准）
用好教学之“本”（教材）
做强教学之“体”（课堂）
Period
7
A
test