Unit 2 Onwards and Upwards Developing ideas 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 ideas 教材分析 1. 单元主题语境：本单元的主题语境是人与自我，涉及的主题语境内容是勇往直前，永不放弃的精神。本单元介绍了不同领域的杰出人物 ， 如 Stephen Hawking, Mandela, 徐 悲 鸿 ，J.K.Rowling, J.D.Salinger,Bronte sisters 以及 Helen Keller 等,讲述了他们在人生中遭遇的各种困难，以及他们是如何面对困境、迎接挑战 并最终取得成功的。旨在引导学生学习他们的精神，培养面对挫折不轻言放弃的毅力和品质，并通过与他们的对比，学会感恩，懂得珍惜自己所拥有的，树立积极正确的人生态度 2. 本课内容分析：本版块呈现了从另一个角度反映单元主题的文章，语篇类型为散文，节选自 Helen Keller 的《假如给我三天光明》。课文介绍了失明的 Helen Keller 希望自己能够拥有三天光明，她想用这三天时间区观察世界，去看她想去看的人和物。本版块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，进一度提高学生的语言能力和思维品质。 文章结构条理清晰，可以分成三部分。第一部分（Para.1-3）introduction，主要介绍了为什么 Helen 会如此渴望拥有三天光明。第二部分（Para.4-7）具体介绍了 Helen Keller 假如拥有三天光明，每天会做的事。第三部分（Para.8）与第一部分首尾呼应，对本文进行主题升华，给拥有光明的人的建议，一定要珍惜自己所拥有的，充分活在当下，积极探索这个美好的世界。 学情分析 本节课授课对象是即墨区第一中学高二文课实验班学生。学生英语基础扎实，学习热情高，思维较为活跃，表现力强。基于此学情，在本课中设计较为丰富的语言学习活动。如 detailed reading 部分，老师带学生一起学习排比句后，大胆让学生自己造能够激励别人珍惜当下的句子。在读后活动环节，放手学生采用小组合作的方式探究文章第一句话的含义及有理有据的表达自己的观点。学生的积性很高。课后作业是让学生运用倒装和排比句仿写一篇散文，具有挑战及现实意义。 教学目标 1. Have a clearer picture of the main idea and the structure of the passage. 2.Locate the detailed information of what the author would do if she could see . 3. Analyse the figure of speech parallelism in the last paragraph and come up with your own sentences. 4. Cherish the workaday things and be appreciative of what we have. 教学重点 理清假如拥有三天光明作者每天的活动；从 what-why-how 三个维度理解文章的整体结构。 教学难点 1. 理解倒装及排比修辞的作用，并能运用这两种修辞手法造句子 2. 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。 教学策略 P-W-P 模式 教学内容 教师活动 学生活动 设计意图 Warming up 1.Teacher asks Ss to draw Bay max with their eyes closed . 2.Teacher asks Ss to watch a short video to learn more about Helen Keller 1.Ss try to draw the picture with their eyes closed. 2.Ss watch the video and learn more about Helen Keller 1.通过让学生闭 着眼画大白亲身体验盲人日常生活的 不易。 2.通过看视频， 激活学生已有的背景知识，学习更多的关于作者的信息，为 阅读做好准备。 Fast reading 泛读 1.Teacher asks Ss to read the passage quickly and find out the type and the structure of the passage and divide it into 3 parts. 1.Ss read the passage quickly and figure out the type and divide the passage into 3 main parts. 引导学生梳理 语篇结构并通过标题初步感知散文的文体特点，同时抓住文章的基本结构 Detailed reading 精读 1.Teacher asks Ss to read the para 1-3 carefully and answer questions about why the author was so eager to have three days to see. 2.Teacher asks Ss to read para 4-7 and sort out the detailed information about what she would do if she has three days to see. 3. Teacher asks Ss to read the last paragraph and figure out the figure of speech of it then try to make their own sentences to persuade others to cherish our daily life 1.Ss read the para1-3 carefully and answer questions. 2. Ss read para 4-7 and answer questions. 3. some Ss share their answers. 4. Ss make their own sentence using parallelism 1. 通过层层设 问，概括出作者为什么渴望拥有三天光 明，训练学生抓取关键信息，概括与整合的能力。（Why) 2. 引导学生梳 理并整合作者拥有三天光明后分别要干的事情，理解作者 对光明的渴望并引导学生珍惜自己所拥有的一切。（what) 3. 使学生读懂 作者给出的 hint 后理解排比这一修辞手 法，并能运用这一修辞自主造句子来激 烈别人珍惜当下。(how) 4. 培养自主学 习能力和合作探究意识 Think and Share Teacher asks Ss what they would do if they have three days left to see. Ss describe what they would do if they have three days left to see. 引导学生通过 假设三天后会失明他们会如何利用这三天来引导学生珍惜身边的人，珍惜当下，充实生活每一天。 Think and present 1.Teacher ask students to discuss the meaning of the sentence” It would be a blessing if each human being were stricken blind and deaf for a few days for some time during his early adult life” 2.Ask students to present their ideas in front of classroom. 1.Ss discuss in groups about the sentence and think over the deeper meaning of the sentence. 3.Ss present their own view on the podium. 1.帮助学生加深对文章主题的理解，并能对“如果一个人 在青年时期都有一段时间失明和失聪那会是一件幸事。” 提出自己的观点，可以同意，也可以不同意，培养学生的抽象思维。 2.通过给学生机会上台展示自己的想法，锻炼了学生的英语表达能力。要求学生能有理有据的表达自己的观点，提高 了学生的高阶思维 Summary 1. Teacher asks Ss to watch the pictures about the contributions that the people with disability have made in different fields. 2. Teacher asks Ss to get information from the chart and think about the assistance the people with disability need. 3. Ask student to summarize the theme of the whole Unit. 1. Ss watch the picture and know the contribution people with disability have made . 2. Ss get information from the chart and think about the assistance the people with disability need. 3. Ss try to summarize the theme of the whole unit 1. 通过给学生 展示残疾人在各行各业克服困难为社会做出贡献的图片 帮助学生深层次理解残疾人身残志坚，奋勇拼搏的精神。 2. 通过让学生 读取图表信息，知道残疾人在社会中占有很大比例，从而引导学生帮助残疾人，尊重残疾人，最终构建一个对残疾人更 加包容的社会。 3. 从大单元主 题意义出发，带领学生梳理两篇阅读文 章中人物体现的品质和精神，让学生更深层的理解 onwards and upwards 的含义 Activities 7-8 1. Teacher asks students to look at the four pictures, describe them and predict what the audio talks about. 2. Teacher plays the audio and asks students to listen and number the pictures according to the sequence of events. 3. Teacher plays the audio again and asks students to make notes and complete the journal entry. 4. Teacher asks some students to read the whole passage and check the answers with the class. 1. Students look at the four pictures, describe them and predict what the audio talks about. 2. Students listen to the audio and number the pictures. 3. Students listen to the audio again and complete the journal entry. 4. Students read the passage and other students check the answers. 1. To help students grasp the main idea and understand the details of the listening materials. 2. To strengthen students’ ability to use theme-related language to express views after listening Homework 1. Based on the discussion , write down your views on “it would be a blessing if each human being were stricken blind and deaf...” 2. Imagine that you would lose your hearing in three days, what would do ? Write a short prose to describe it ,trying to use inversion and parallelism to make your passage rhythmic and engaging. 分层作业体现因 材施教，分层教 学的理念，对于 基础一般的学生可以选择作业一，对于基础较好的学生选择挑战性作业二，仿照课文模式，运用虚拟语气，倒装，排比等句式写一篇散文 学科网（北京）股份有限公司 $$