Unit 2 Onwards and Upwards Developing ideas Three Days to See 教学设计-2024-2025学年高中英语外研版（2019）选择性必修第一册

Teaching Plan Topic: 外研版选择性必修一Unit 2 Developing ideas Three Days to See Grade: Senior 2 Analyses of teaching materials The teaching material is from Unit 1, FLTRP (Senior High BOOK 4). It is a narration that describes a clown doctor who helps release patients’ pains through entertaining them. The clown doctor combines his two roles—clown and doctor—into one, helping patients and hospital staff feel better which can’t be done merely by medicine. The whole passage tries to deepen students’ recognition on laughter and career choice and help students to cultivate a positive attitude towards challenges and pains in life. Analysis of Students Students in Senior 2 basically have the ability to obtain the theme and detailed information. They are brave and eager to express their ideas in English as long as they have something to say. However, the passage about the clown doctors is quite new for them. They know little about a clown doctor’s responsibilities and their working ways. Therefore, they may have difficulty in understanding the passage. In terms of the above considerations, enough time will be set aside for students to read the passage. And necessary instructions will be provided. Teaching objectives By the end of this lesson, students are expected to： Language ability 1) learn to understand some words related to people with disabilities in the context. 2) Express their what they would like to do if they were stricken blind and express their own wishes if they were given only three days to see. Cultural awareness Acquire a better understanding of the theme–we should cherish the workaday things and people around us, never ignore the things worthy of note, and be appreciative of what we have. Thinking quality Put Helen Keller’s hint into practice. Learning ability Apply reading strategies such as prediction, skimming, scanning to improve their reading abilities and cultivate learning strategies. Important ＆Difficult Points: Important Points: 1. Guide students to grasp and summarize the general idea of paragraphs and speculate the author's writing intention through reading. 2. Develop students’ ability to write about their own experiences and those of others. Difficult Points: To guide students to have a better understanding of the title, establish a life attitude that is not afraid of setbacks, brave enough to face challenges and never give up. Teaching Method Task-based teaching method; communicative teaching method; P-W-P reading model. Teaching aids: Multi-media, blackboard Type Reading Period: 40mins Teaching Procedures Steps Teacher’ s activities Students’ activities Lead-in Shows the picture and ask Ss to work out the percentage of adults with and without a disability in the US. Look and answer Justification:To introduce the topic and arouse Ss’ interest. Pre- Reading Activity 1 Guide the students to answer the question “If you were stricken blind, what would you do?” Activity 1 Students present their answers and other students make supplements. Justification:To activate Ss’ knowledge of a blind person and prepare for the topic. Activity 2 Have Ss talk about what they would do if they were, they were given three days to see. Activity 2 Discuss and present. Justification:To get students familiar with the topic. Activity 3 Have Ss predict the main idea of the passage based on the title and picture. Activity 3 predict the main idea of the passage. Justification:To train students to predict the main idea of the passage. While- reading Fast reading Teacher asks students to translate the passage and find out the main idea of the paragraph and passage and give some tips about how to find out the main idea of the passage and paragraph. Fast reading Students read the passage individually and pay attention to the first and the last paragraph. Careful reading 1.Teacher asks students to choose the author’s purpose in writing the passage and give reasons. 2.Teacher invites some students to share their answers with the class. Teacher makes comments. 3. asks students to work in groups and understand the sentences from the passage. Careful reading 1.choose the author’s purpose in writing the passage and give reasons. 2.work in groups and understand the sentences from the passage. Justification:to guide students know how to find out the main idea and to encourage students to figure out the author’s purpose in writing the passage. Post- reading Teacher guides students to discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. Students discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. Justification: to have students appreciate a text from the rhetorical point of view. Summary Teacher ask students to discuss “What dose the whole unit convey to us”？ Some students report their outcome of the discussion and make a summary with the teacher’s help. To inspire students to think and cultivate students’ ability to think creatively. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$