Unit 2 Making a Difference Developing ideas 教学设计-高中英语外研版（2019）必修第三册.docx

新外研版必修Book 3, Unit 2 Making a Difference第6-7课时教学设计内 容Developing ideas-Reading and writing1. 课程标准分析本版块语篇类型为人物介绍，通过“看、读、说、写”等活动梳理Nicholas Winton的人物生平，了解他的贡献和国际主义精神，拓宽学生的国际视野。写作部分为一篇屠呦呦的人物简历，学生通过迁移运用，初步掌握人物传记的文体结构和语言的连贯性、得体性。本课时包含的学习策略有：通过网络等资源获得更广泛的英语信息的元认知策略、计划、监控、评价和反思认知策略、交际策略和情感策略的学习和使用，总结经验，并根据需要调整的元认知策略、对所学内容进行整理和归纳的元认知策略、在语境中学习词汇的认知策略、根据语篇标题、图片、关键词等信息预测和理解篇章主要内容的认知策略、通过扫读获取篇章具体信息的认知策略、有合作学习的意识的情感策略。2. 教学内容分析Developing ideas包括读写部分，介绍了一篇描写Nicolas Winton的人物传记，通过把握人物传记的语言特点、标题特征、语篇结构，了解他的生平和贡献，感悟其国际主义精神，并思考搜集中国人的故事，用所学英语进行讲述；基于人物传记的语篇学习，引入屠呦呦的人物简介，结合人物传记的文体特征和构成要素、描写人物品质的相关词汇写一篇人物小传，提高学生的语言能力。3. 学生学情分析学生对二战历史背景的认识模糊，不了解犹太人在二战期间的经历，对具有国际主义精神的人物认识较浅；通过词云和图片对文章内容进行预测的能力不足；对标题的观察和分析还需点拨；能读出人物介绍的记叙文文体，但是对人物传记的文体结构和写法欠掌握。4. 学习目标叙写(1) 通了解相应历史背景，利用图片和词云初步预测文章内容，分析标题特征，判断语篇主要内容和问题类型，发展语言能力和学习能力；(2) 通过阅读文章，梳理温顿的人物生平，获取记叙文的基本信息；(3) 通过阅读，分析事件中各类人物的情况，总结事件所展现出温顿的人物品质，深入了解其国际主义精神，发展语言能力、思维品质和学习能力；(4) 通过分组活动，复述温顿的生平，用演讲的方式纪念他，学习在危险中坚持善行的人生态度，理解“善行的力量”，发展语言能力、思维品质和学习能力。(5) 通过仿写，能正确写出人物传记的结构，使用得体的语言表达，对中国贡献人物有更多、更深刻的认识，发展语言能力、文化意识和思维品质。5. 评价任务设计(1) 通过给予背景信息，能利用词云、图片和标题对文章内容进行正确的预测，推断文本类型，完成活动1，检测目标1；(2) 通过阅读文章，获取人物生平信息和人物情况，归纳相应品质，完成活动2、3，检测目标2、3；(3) 小组活动，利用表格梳理温顿的主要事迹和相应品质，口头介绍温顿生平，并给出原因，完成活动4，检测目标4；(4) 根据屠呦呦的个人简历仿写人物传记，通过自评、互评的方式检测语言、内容、格式的正确性，了解自己的不足之处并进行整改，完成活动5、6，检测目标5。6. 学习活动设计教师活动学生活动环节一：Look and predict教师活动11. Teacher shares some pictures about Nazis and Jewish, providing related historical background. Questions: Which history period it is? How much do you know about it？Why did people, especially the Jewish, suffer from the war?2. Teacher asks students to predict the persons story from the word cloud and pictures.3. Teacher leads students to focus on the title and asks: Why the title “THE POWER of GOOD” uses capitals and has bigger size?Whats the meaning of “British Schindler”? Why the title use the quotation mark?4. Teacher leads Ss to judge the type of the passage from the title.学生活动11. Students know some background information about Nazis and Jewish;2. Students predict the story from the word cloud and picture;3. Students analyze the features and meaning of the title;4. Students judge the type of the passage from the title.活动意图说明：通过呈现历史背景知识，减少理解障碍，培养学生利用词云、图片解读人物的能力，以及利用标题预测语篇内容、判断文体类型的能力。环节二：Read and find教师活动21. Teacher asks Ss to read the passage and find out Wintons personal information, including Date of birth, place of birth， nationality;2. Teacher asks: What are the major experiences of Winton? And leads Ss to match the events to the years in which happened.学生活动21. Students read the passage and find out Wintons personal information;2. Students read the passage and find out the events in time order.活动意图说明:通过阅读，找出人物的基本信息和不同时间下的事迹，初步了解温顿的国际主义精神。环节三：Read and analyze教师活动3Teacher leads Ss to analyze the following questions:Why did the parents fear that they would never see their children again?Why do you think it took such a long time for Wintons actions to become known?Which three words would you use to describe Wintons personal qualities?学生活动3Students think about the questions based on their own understanding and summarize Wintons qualities.活动意图说明:了解各个人物的情况，启发学生思考二战对犹太人的残酷，进一步理解温顿的国际主义精神。环节四：Think and share教师活动41. Teacher asks Ss to give a talk in honour of Nicholas Winton;2. Teacher asks: Do you know of any Chinese who have acted in a similar way to Winton? Share their stories.学生活动41. Students give a talk in honour of Nicholas Winton；2. Students share other similar figures in China.活动意图说明:学生个人用时间轴整合温顿的生平，表达自己的感受和原因，发展学生的语言能力，深刻认识国际性人物的突出贡献和品德，联系实际，发现类似中国人物的贡献。环节五：Read and categorize教师活动51. Teacher shows pictures about Tu Youyou and asks: What do you know about Tu Youyou?Whats her biggest achievement?Do you know the Nobel Prize?2. Teacher asks Ss to read the CV of Tu Youyou and fill in the boxes with the corresponding information.学生活动51. Students talk about Tu Youyou and share information they know;2. Students read the CV of Tu Youyou and fill in the boxes with the corresponding information.活动意图说明通过设问了解相关背景知识，减轻学生后续阅读障碍，梳理简历信息，迁移所学人物传记的语篇结构，对人物传记的写作框架初步感知，为下一步写作做好准备。环节六：Writing教师活动6Teacher asks students to write a biography based on the information of Tu Youyou through the following three process:Make a draftSelf-assessmentPeer evaluation教师活动6Students use the useful expressions provided on the book and write a biography of Tu Youyou;Students assess their writing by paying attention to the structure, content, coherence, accuracy, appropriateness. 活动意图说明:学生在plandraftself-assessmentpeer evaluation的过程中，用英语讲中国故事，完成作文，对自己的初稿水平有初步认识，再根据同伴互评发现并解决作文中的问题，借鉴他人的优点。7. 板书设计THE POWER of GOOD “The British Schindler”: the life of Nicholas WintonUseful expressions:Inyear at the age ofOn (day/date) at one pointLater, Finally, Biography Name: Date of birth: Nationality: Life experiences： Personal qualities: 8. 作业与拓展学习设计详见第6、7课时课后作业9. 教学反思与改进 学科网（北京）股份有限公司