Unit 2 Making a difference Developing ideas 教学设计-2024-2025学年高中英语外研版（2019）必修第三册

教科书 外研社高中英语 B3 Unit 2 Making a difference (Developing ideas) 教学内容 这是一篇介绍尼古拉斯•温顿爵士救助犹太儿童无私无畏、感人至深的故事。读前 活动通过呈现与文本内容相关的背景视频，引导学生思考“为什么温顿爵士被称为英国的辛德勒？”激发学生对文本阅读的兴趣。读中活动为任务驱动型，培养学生完成阅读和找细节信息的能力。快速阅读要求学生知道文章的体裁是人物传记，关注传记的写作手法，将不同时期和其事迹相匹配，加深学生对人物故事和历史背景的理解。读后活动首尾呼应，“the power of good”。 教学目标 By the end of this period, students will be able to: 1. Understand the legendary life of Nicholas Winton and his great contributions to society and summarize the timeline of him; 2. Summarize the style and key elements of the biographical text; 3. Deeply understand the impact of Nicholas Winton’s deeds and express their views and feelings on his qualities through analyzing the text, get motivated to make their own contributions to the society; 4. Make a presentation to share the person with “the power of good”, to show their understanding of biography, good deeds and the spirit of being “good”. 教学重点 1. 归纳古拉斯•温顿爵士优秀品质； 2. 熟悉人物传记的写作手法。 教学难点 1. 归纳古拉斯•温顿爵士优秀品质，并理解善行的力量，综合运用所学语言知识与学习技巧进行小组讨论并完成“the power of good”主题演讲； 2. 理解“构建人类命运共同体”的内涵。 Teaching Procedures Teaching Contents Teacher’s activities Ss’ activities Design Intentions Lead-in Pre-reading 1) Present a topic-related video and ask questions: a. What did Schindler do? b. Why did he save these children? 2) Introduce Schindler and asks Ss: Are you curious about why Nicholas Winton is called “the British Schindler”? The teacher shows a video and some photos to guide students to think about why and what. The students observe and answer some questions. Lead in today’s topic—Nicholas Winton. Arouse students’ interest. While-reading Step 1: Fast reading: 1. Read for the main idea and structure; 2. Read for the genre of this passage. Then, Ss need to look at the word cloud and summarize what Winton did and conclude the features and elements ofbiography by reading “learning to learn”. Step 2: Careful reading: 1. T instruct Ss to read para. 1and answer these two questions: Does the writer tell the story in time order? What’s the function of para. 1? Then, Ss answer together. 2. T instruct Ss to read part 2 (para2-para6) and answer the following questions: 1) Where did he transport the children from and to? Why did he decide to save those children? 2) What preparations did he do to save those children? 3) Why do you think it took a long time for Winton’s actions to become known? 4) How were Winton's actions known to the public? After exchanging answers with desk mate, 4-5 Ss are randomly picked to answer these questions. 3. Enjoy the video of Winton being in the BBC program and experience the touching moment- “At one point, the host asked people in the audience to stand up if Nicholas Winton had saved their lives. A shocked Winton watched as the majority of people rose to their feet.” Step 3: Ss are instructed to draw a timeline of Winton by themselves and then share in their group. 1 student will be chosen to share his or her timeline to the whole class, coming on to the stage The teacher gives students time to read the passage through scanning and skimming. Students read the passage and focus on the time and the relevant experiences. Students look deeper in the main figure and try to understand his main events. Let students be fast and careful readers. Let students learn to put their eyes, ears, hands, mind and souls into class learning Post-reading Step1: According to the biography, especially the event Winton did, Ss are instructed to summarize what kind of person Winton is with some adjectives they’ve learned last period (and share their supporting details). Step2: Ask Ss to explain what is the power of good, combining the text. 1) According to Winton, what can THE POWER OF GOOD do? 2) Do you know others who also have The POWER OF GOOD? Who are they and what are their power? (their good deeds) And Ss will get to the point that “These people really make a difference to the world, no matter how ordinary they seem to be”. Step3: Group work: presentation in volunteer week. Ss need to finish a presentation whose requirements are as follow: Suppose you are a volunteer working at the school volunteers’ group and invited to introduce the power of good to the visitors. Talk about: His/her personal information His/her achievement His/her personal qualities The reasons why he/she inspires you Students cooperate with group members to find descriptions of Sir Nicholas Winton’s events and then use some adjectives to describe his personalities. The teacher leads students to reflect on the true meaning of the title THE POWER of GOOD and to treat it in a broader international angle. Lead students to think that the world is linked together. Homework for today 1. Writing: write a biography of Tu Youyou according to the information on our textbook. (compulsory) 2. write a letter to show your gratitude to Sir Winton, imagining yourself as one of the kids saved by him, within 80 words. 3. Further reading: read more information about Nicholas Winton on the following website. (optional) 学科网（北京）股份有限公司 $$