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

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1、新外研版必修Book 3, Unit 2 Making a Difference第1-2课时教学设计内 容Starting out +Understanding ideas1. 课程标准分析本课时包括两大板块：Starting out为介绍中外助人主题日视频，通过“看、说”了解中外对社会做出贡献的人物和名言，欣赏他人身上美好的品质，初步思考“帮助他人”这一话题。Understanding ideas板块中的语篇类型为人物介绍，根据新闻特写的语篇结构、标题特征、语言特点，进一步让学生经过“看、读、说”深入思考，从普通人的角度认识个人对社会的意义，培养社会责任感。学生在学习和应用英语的过程中采用的

2、学习策略有自主合作、探究式学习中运用监控，评价，反思和调整自己的学习内容和进程的元认知策略；有在语境中学习词汇和语法、根据篇章标题、图片、关键词等信息预测和理解篇章的主要内容、根据语篇类型和特点了解篇章的主要内容和写作意图、通过扫读获取篇章的具体信息的认知策略；有为了调控学习情绪，保持积极的学习态度而采取的情感策略。2. 教学内容分析通过中外主题日视频初步引入主题内容，介绍三位中外人物的名言，了解他们的事迹，并通过读前观察图片和标题，阅读语篇呈现一篇描述普通人做公益事业的新闻特写，读前导入活动用地图表明非洲淡水资源短缺的问题，激活学生背景知识，引导学生思考该问题的解决措施。读中则通过问题考查学

3、生定位信息的能力。读后通过分析标题含义、梳理故事线等活动启发学生深入思考，进一步了解普通人乐于助人的品格和善行的力量，思考个人的社会意义，树立志愿服务的意识。3. 学生学情分析学生对相关中国人物的事迹有所了解，但并不熟知，需要接触不同语篇拓展国际视野，逐渐形成对他人善行品德的认同感；学生所学描述人物品质的词语有限，在语境中推测词语含义的能力需要提升；由于个体差异，根据标题和语篇特点判断文体类型稍有难度，运用认知策略分析不同语篇文体特征、结构和语言特点的能力还需提升；4. 学习目标叙写(1) 通过观看中外助人主题日视频和图片人物，认识并认同中外文化都倡导助人为乐的精神，初步思考“帮助他人”的话题

4、，发展思维品质；(2) 通过标题和图片，预测故事内容，对非洲淡水资源匮乏问题的解决措施提出个人观点，发展学生的语言能力和思维品质；(3) 通过个人阅读，按时间顺序找出Ryan做公益的事实信息，发展学习能力；(4) 通过总结文章内容，归纳Ryan的人物品质，思考个人成长的社会意义，发展语言能力、学习能力和思维品质。5. 评价任务设计(1) 思考单元大标题的意义，观看视频和图片，阐释视频传达的内容和意义，认识所给图片人物的背景信息与贡献，总结人物品质，并例举其他相似人物，完成活动1、2、3，检测目标1；(2) 观察地图初步探讨非洲水资源问题，分析标题和所给图片，预测故事人物及内容，完成活动4，检测

5、目标2；(3) 独立阅读，寻找Ryan做公益的原因、过程、结果，总结文章标题主旨，完成活动5，检测目标3；(4) 小组合作，回顾Ryan的志愿者经历，总结复述故事内容，完成活动6，检测目标4；(5) 通过讨论，归纳Ryan的人物品质，从普通人的角度反思自己的个人价值，完成活动7，检测目标4。6. 学习活动设计教师活动学生活动环节一：Lead in 教师活动1Teacher asks: whats the meaning of “making a difference”?学生活动1Students show their opinions about the title of this unit.

6、活动意图说明：引导学生对标题意义初步探究环节二：View and talk教师活动2Teacher shares the video and asks: 1. What days are mentioned in China and the West?2. What do the two days have in common?3. What idea does the video convey?学生活动2Students watch the video and answer the questions活动意图说明:该环节为学习理解类活动，旨在以中外助人主题日的介绍视频激发学生兴趣，以问题形式

7、引导学生认识中外文化都倡导助人为乐的精神，发展学生的文化意识和思维品质。环节三：Look and think教师活动3Teacher leads Ss to see the pictures, and provide corresponding information related to the three people, then asks Ss to summarize their personal qualities.学生活动3Students see the photos and know their stories; find out the information of jobs

8、, contributions, then summarize their personal qualities. 活动意图说明该环节为学习理解类活动，通过三个中外名人的名言和故事，了解相关人物为社会作出的贡献，认同他们优秀的品质，初步思考“帮助他人”的话题。环节四：View and predict教师活动41. Teacher leads Ss to look at the map and asks：what do the colors stand for?How do you solve this problem?2. Teacher asks Ss to focus on the tit

9、le and asks：Whats the meaning of “Well”?Why the title “The Well that Changed the World” has different word size and bold fronts(加粗字体)? Who is Ryan in the picture?学生活动41. Students look at the map and draw a conclusion, and think out the solutions about water shortage；2. Students analyze the title and

10、 picture to predict the the content.活动意图说明:创设情境，为非洲水资源短缺提出解决措施，激活已有认知。培养学生观察标题、图片，合理预测文章主题的预测技巧。环节五：Read and find教师活动51. Teacher asks: Why did he come up with the idea to help Africans to get water? 2. Teacher asks: What actions did Ryan take? Was his experience free of trouble? Please find out what

11、 Ryan did to help solve the problem of water shortage in Africa.3. Teacher asks:How did the African children treat him when he went to Uganda? Underline the words. 4. Teacher asks:How did Ryan encourage more people to help? What is Ryans insight now?5. Teacher asks Ss to choose the best explanation

12、of the title and give reasons.学生活动51. Students read para 1 and find out information;2. Students read para 2-3, sort out Ryans original plan, problems, and solutions;3. Students read para 4 and get information about how African children treat him;4. Students read para 5-6, find out the information ab

13、out Ryans foundation, and the changes of thoughts;5. Students finish activity 3 on page 16 to grasp the meaning of the title.活动意图说明该环节包括学习理解类活动，旨在让学生能阅读新闻特写，就人物介绍找出Ryan从事志愿服务的原因、计划、过程中的困难和措施、结果，从文章中获得事实信息，对标题及语篇主题进行合理的阐释。环节六：Fill and summarize教师活动6Teacher asks students to work in groups to complete

14、the story.教师活动6Students work in groups and complete Ryans story on page 16.活动意图说明:该环节包括学习理解类活动和应用实践类活动，学生小组合作概括与整合文章信息，了解新闻特写中的人物介绍的文体特点。环节七：Think and share教师活动7Teacher asks the following questions:1. What kind of person do you think Ryan is? Which of his qualities do you admire most? Why?2. As a se

15、nior high school student, what can you do to help people in need?3. After reading Ryans story, do you think whats the meaning of “Making a Difference”?学生活动7Students conclude Ryans qualities and think about personal significance in society and then understand the meaning of the title again.活动意图说明:该环节

16、属于应用实践和迁移创新类活动，学生能通过文章归纳Ryan的品质，联系实际思考自己对社会的个人意义，加深对主题意义的理解，发展学生的思维品质。7. 板书设计Unit 2 Making a DifferenceThe Well that Changed the WorldPersonal qualitiesKind-heartedCaringSelfless Who Where What(Problem) What(solutions) How(the result) First thought His personal qualities:present thought 8. 作业与拓展学习设计详见第1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