Unit 2 Developing ideas（The Power of good）教学设计- 高中英语外研版（2019）必修第三册.docx

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1、外研版高中英语Book3 Unit2 The Power of good教学设计I. Learning objectives:l To skim the passage and understand the structure of it;l To scan the passage and get the detailed information about the life of Nicholas Winton;l To learn to describe Nicholas Wintons personal qualities from the facts in the text;l To

2、learn to develop the quality of being good.II. Lead-in: 1. Oskar Schindler (19081974)A German businessman, who is praised for saving the lives of approximately 1,100 Jews during World War II by employing them in his factories. He is respected by Jews and people who desire justice and equality(公正与平等)

3、 all over the world. The world famous film, Schindler's List(辛德勒的名单), directed by Steven Spielberg, was based on Oskar Schindler's story.2. Nicholas Winton：The British Schindler No matter how vicious邪恶的 a person is, he will become kind after seeing Winton or knowing about his story.3. Look a

4、t the pictures and the word cloud and predict what Winton might have done.III. Fast-reading: Read the passage quickly and answer the questions.1. What is the main idea of the passage?2. What is the literary form(文学体裁) of the passage.A. Exposition B. Argumentation C. Biography 3. Think about the stru

5、cture of the passage.IV. Careful-reading: 1. Finish the timeline of the story based on activity 2.2. Answer the following questions. Why and How did Winton save the Jewish children? . Why do you think it took such a long time for Wintons actions to become known?. How were Winton's actions known

6、to the public?V. Think & Share: Read the listed key actions and find as many words as you can to describe Wintons personal qualities.VI. Discussion: Give a talk in honor of Nicholas Winton.VII. Food for thought: “Save one life, save the world” Winton is typical symbol of how a caring person can

7、truly make a difference. Not only did he save the childrens lives, but he also created the warm stories which can help us to live for the future. Therefore, dont hesitate to be a person with a warm heart! A small act can make a massive difference.VIII. HomeworkWrite your talk down and share it with

8、your classmates tomorrow.Developing ideasI. 选用方框内合适的单词并用其正确形式填空（每个单词限用一次）。obtain, aid, certificate, temporary, further, chief, treat, achieve1. The _ problem we have in the area now is the spread of disease. 2. There have been great advances in the _ of cancer. 3. You might want to consider _ work u

9、ntil you decide what you want to do.4. Were coming to _ the people of Somalia at the request of the United Nations.5. If you participate in this volunteer project, some useful information is easily _ from the Internet.6. It gives you a sense of _ if you actually make it to the end of a very long boo

10、k.7. Before we go any _ with the project I think we should check that theres enough money to fund it.8. Students who complete the program will receive a skill _ along with their valuable experience.II. 英汉互译。1. Everyone rose to their feet after hearing the singers powerful voice. _2. 她十分伤心，因为上周她的父亲去世

11、了。 (pass away)_3. 孩子们过这条马路时有危险。(in danger)_4. At one point I thought she was going to refuse, but in the end she agreed._5. 这些电影使人们得以逃避生活中悲伤的现实。 (escape from)_教学反思本堂课是一节阅读课，以阅读为主要教学途径，主要教学目标就是让学生理解人物传记的写作方法和描绘人物的个人品质，要学会通过语言描写以及人物的主要事迹推断出人物的个性特征。强调培养学生的语言运用能力。总体来说，这堂课完成了最初的预设目标。教学目标依据课程标准、教学内容与学情分析而

12、定，体现了学科核心素养。教学设计体现英语学习活动观，突出思维品质培养；教学过程的实施成功实现了教学目标。在完成本节课既定的教学目标的基础上，使不同层次的学生都能通过本节课的学习有收获、有成长。教学流程设计依托语篇运用语言技能和学习策略，以主题意义探究为目的学习语言知识与文化知识。并且教学环节环环相扣，过渡自然，并未后续的写作任务做好了铺垫。学生在学习过程中发展了语言能力，加强了文化意识，提升了思维品质，提高了学习能力，树立了正确的价值观。在教学设计的具体实施过程中发现还存在以下问题，首先是课件播放出了点故障。其次是没有充分的调动全体同学的学习自主性和积极性，让同学回答问题时学生的口语较差，不能流畅的回答问题。对题目的难度和学生的基础匹配的不好。再者就是最后的分享环节时间较为紧张，只叫了一名同学分享，没有给更多的同学表现机会。最后就我自身而言，课堂用语还要加强，力争做到简洁明了，不重复，熟练各环节的切换和过渡，从而让整节课水到渠成。