Unit2 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

Unit 2 Onwards and upwards Developing ides Three days to see教学设计 教学目标 1. Language competence : ① Students are able to master the meaning and usage of some words, expressions and sentence patterns in the text. ② Students are able to understand the topic and summarize the structure and main idea of this text. ③ Students are able to master some reading skills,such as skimming, scanning, predicting ... 2. Learning competence : Students are able to use reading strategies, such as skimming, and guessing, which will help them understand better and find out the answer correctly. 3.Thinking quality: ①Students can organize the information in the article, analyze and summarize the author's writing purpose and the structure of the article. ②Students can logically express their views and deepen their thinking about the significance of the topic. ③Students can compare, analyze, and relate to their own reality, view things in multiple dimensions, learn to be grateful, appreciate what they have, and establish a positive and correct attitude towards life. 4. Culture awareness: By comparing the spiritual qualities of outstanding Chinese and foreign figures, students can learn their spirits, and cultivate the perseverance and quality of not giving up easily in the face of setbacks. 教学内容 Key points: 1.Guide students to accurately understand the main idea, title, and author's writing purpose by using various reading skills such as prediction, intensive reading, and skimming; 2. Guide students to learn about the figure of the speech-parallelism. Difficult points: 1.Guide students to understand the figure of the speech-parallelism; 2.Guide students to establish a life attitude of facing challenges and setbacks, facing them bravely, and never giving up 课标理念 普通高中英语课程倡导通过设计融语言、思维、文化为一体的学习理解、应用实践和迁移创新等活动，引导学生通过自主、合作、探究等不同的学习方式，整合课程资源，充分发挥评价的作用，促进学生语言能力、思维品质、学习能力和文化意识等学科核心素养的发展。 课标要求 1.通过读与看，抓住提倡生活语篇的大意，获取其中的主要信息、 观点和文化背景；能借助 多模态语篇中的非文字资源，理解语篇的意义。 2.在听的过程中、能抓住日常生活语篇的大意，获取说话人所表达的意义，意图和情感态度。 3.能区分语篇中的主要事实与观点，能基于所读和所看内容，进行推断、比较、分析和概括。 4.能识别语篇的类型和结构，辨识和分析语篇的问题特征和衔接手段，识别语篇为传递意义 而选用的主要词汇和语法结构。 5.能判断和识别书面图片的意图，获取其中的重要信息和观点，能识别语篇中的主要事实与观点之间的逻辑关系，理解语篇反映的文化背景；能推断语篇中的隐含意义。 语篇分析 【What】本课时的主题语境为“人与自我”。 Devloping ideas部分先是通过图表介绍了在美国有无残疾的成年人的比例和常见的功能性残疾比例的情况。Devloping ideas中的语篇是一篇散文，节选自Helen Keller的《假如给我三天光明》，课文介绍了失明的Helen Keller希望自己能拥有三天的光明，她想用这三天的时间去观察世界，去看她想看的人和物。 【Why】作者通过描述希望自己能获得三天光明去看世界，引导学生在理解课文内容的基础上，感悟文章主题，加深对单元主题意义的认识，形成面对困难不妥协、面对失败不放弃的积极人生态度。 旨在启迪学生珍惜自己拥有的一切，培养学生坚强乐观的人生态度。 【How】Developing ideas:语篇类型为散文。作者通过虚拟语气、倒装以及排比等修辞手法来描述了Helen KellerS三天的愿望，课后Activity4部分引导学生从修辞的角度来赏析课文，Activity5部分启发学生思考，培养学生进行观点表达、语言运用和思维创新的能力。 学习目标 1.获取、梳理、描述图表所呈现的现象和视频的内容； 2.学生通过推测和略读，获取课文大意，根据课文内容准确理解课文标题和作者的写作意图； 3.学生通过精读，分析文章的总体结构，学习排比描述的写作方法； 4.学生通过把课文内容和自身生活实际相联系，并从中获得启发和鼓励，形成面对困难不妥协、面对失败不放弃的积极的人生态度。 教学策略 P-W-P模式&任务型教学法 Teaching contents Procedures Purposes 核心素养提升点 time Teacher’s activity Students’ activity Step1 Lead-in 1. show the objectives. Activity 1: 1.T askes Ss 2 questions: ①.Are there any people living with a disability around you? ②Do you know how many people have a disability? 2.T guides Ss to look at the charts and answer Question 1. 3.T divides the class into groups and asks them to discuss Question 2 and answer it and asks other students to make supplements. Teacher makes comments.（optional work） Activity 1: 1.Ss answer the questions. 2.Students look at the charts and answer Question 1. 3.Students discuss Question 2 and answer it.Some students share answers and other students make supplements. 1.To make the students know the learning goals of the lesson. 2.To train comprehensive language application ability to express ideas and give the reasons. 3.To activate students’ theme-related background knowledge. 语言能力：通过利用图表获取信息、理解并表达意义。 3’ Step2 Pre- reading Activity 2 A short introuduction about Helen Keller T asks Ss the questions: 1.Many people have great achievements despite disabilities, can you name some inspiring models at home and aboard？ 2.Do you kown some information about Helen Keller and share what you have known with others 3.Viewing-a short video about Helen Keller Activity3 Make a prediction 1.T asks Ss to suppose you were blind, now you have three days to see, what are your plans for the days? 2.T asks Ss to look at the picture and the title of the passage to predict what the author would do if she could see. (T invites some students to present their answers and other students to make supplements) 1.Ss will have a brainstorming. 2.Ss share the information of the life and achievement of Helen Keller and other students make supplements. 3.Ss will enjoy a video to know more about Helen Keller 1.To promote students’ thinking with a brainstorming. 2.To arouse students’ interests in teaching activity and activate students existing knowledge. 3.To train their predicting skill. 语言能力： 根据语篇标题和图片预测语篇的主题和内容。 5’ Step3 While- reading Activity4 Fast reading Ask the students to read the passage quickly, check their answers of prediction and fill in the blanks. The first day The second day The third day Activity5Careful reading 1.Ask the Ss to figure out the structure of the passage and the main idea of each part. Draw a mind map if possible. 2.T asks Ss to think about the author's purpose in writing the passage and give your reasons.(activity 3 on page 20) (Teacher invites some students to share their answers with the class. Teacher makes comments.) Activity6Apprication 1.Teacher asks students to work in groups and understand the sentences from the passage. (Acitivity4 on page21) 2.Teacher asks students to discuss the two questions and pay attention to “Learning to learn” before they do the activity. (Teacher guides students to discuss the feature of parallelism and appreciate the usage of it in literary works and speeches) 1.Ss read the passage quickly and check their prediction. 2.Ss choose the author’s purpose in writing the passage and give reasons. 3. Ss have a general understanding of the text and divide the structure of the text and figure out the main idea of each part. 5.Students work in groups and understand the sentences from the passage. 6.Students discuss the two questions and pay attention to “Learning to learn” before they do the activity. 7.Students discuss the feature of parallelism and appreciate the usage of it in literary works and speeches 1.To encourage students to figure out the structure and author’s purpose in writing the passage. 2.To improve students’ reading skills ,such as skimming and scanning skills. 3.To have students appreciate a text from the rhetorical point of view. 4.To inspire students to think and cultivate students’ ability to think creatively. 语言能力：理清语篇信息的内在逻辑关系，分析文章结构，结合上下文推断作者的意图；赏析语篇中的排比的修辞手段，掌握散文的文体特征。 18’ Step4 Post- reading Acivity7 State your opinion 1.T asks Ss to read the sentence carefully, think over the meaning and decide whether you agree or disagree with it. (Acitivity5 on page21) 2.T divides the class into groups according to the different opinions, and asks students to discuss and make notes. 3.T asks some groups to share their opinions with the class. 4.Teacher asks students to think about their performance during group discussion. Acivity8 Think & Share T asks Ss the following questions: 1. What qualities have you learnt from Hellen Keller? A possible answer: When we are facing difficulties and setbacks in life with a positive attitude； never give up； your determination，willpower，and perseverance will help you to achieve your goal! 1.Sts read the sentence from the passage and talk about their opinions in groups. 2.Ss discuss groups and make notes. 3.Some groups share their opinions with the class. 4.Ss think about their performance during group discussion. 1.To improve Ss’ speaking skills. 2.To help Ss further explore the topic. 3.To inspire Ss to think and cultivate Ss’ ability to think creatively. 思维品质、语言能力：培养逻辑性思维和准确、得体地运用已有的语言知识表达个人见解和情感。 文化意识：对比中外优秀人物的精神品质，学习其精神，培养在挫折面前不轻易放弃的毅力和品质。 8’ Step5 Summary&Self -evaluation Acivity9 Summary 1.Teacher asks students to make a summary and evaluate themselves. 1.What qualities have you learnt from Hellen Keller? 2.Do you know when to use parallelism in your speech or writing? 3.Can you state your opinion on a point of view? Students make a summary with the teacher’s help and do self evaluation 1.To teach Ss how to analyse a passage, train their ability to summarise. 2.To encourage Ss to connect with their own reality and express their ideas in a logical way. 思维品质： 根据所获得的多种信息，归纳并总结形成自己的观念。 学习能力： 适时反思总结已学内容和评价学习效果，提升反思能力。 5’ Step6 Home-work 1.Ask students to finish the basic knowldge of this text.(The whole class.) 2.Ask students to list what you would do if today was your last day. (at least 5 sentences.)(The whole class.) 3.Write a short essay about your opinion on the statement mentioned in the class.(The whole class.) 4.Write your own sentences using parallelism.(optional homework) Students finish the homework according to their level of capacity. 1.To consoliate the basic knowledge. 2.To train the students’ writing ability. 学习能力： 通过所学内容，联系生活实际进行知识迁移。 1’ 板书设计 Unit 2 Developing ideas page20-22 ( P.1-3 )Three days to see ( structures ) ( P. 4 - 7 ) ( P. 8 ) ( use … as if … ) ( hear … as if … ) ( Parallelism ) ( F igure of speech ) ( touch … as if … ) ( endurance ) ( perserverance ) ( H ard work ) ( determination ) ( intelligence ) ( qualities ) ( willpower ) ( industry ) ( curiosity ) ( talent ) 学科网（北京）股份有限公司 $$