Unit 2 Making a Difference Understanding ideas The Well that changed the world 教学设计-2025-2026学年高中英语外研版必修第三册

该高中英语教学设计围绕《The Well that Changed the World》，通过Ryan的公益故事理解“小行动改变世界”主题。导入从标题“well”和非洲水资源地图切入，激活学生地理课所学的非洲缺水知识，结合视频展示Ryan的怀疑态度，搭建从已知到探究文本细节的学习支架。 特色在于活动式教学法下的多维度素养培养，读中用表格梳理Ryan行动与结果提升语言能力，分析标题象征意义发展思维品质，小组讨论联系自身行动强化文化意识中的社会责任感，AI视频作业锻炼学习能力。为教师提供结构化流程与反思建议，助力高效教学与学生综合素养提升。

Lesson Plan Teaching Text: The Well that Changed the World Textbook: High School English Compulsory Book 3 (FLTRP Edition) Unit 2 Making a Difference (Understanding Ideas) Course Type: Reading class Time: 45 minutes Teaching Philosophy: New Standard Curriculum, Core Competence, Activity-based Approach to English Learning Target Group: High school (Grades 9-12) Analysis of Teaching Material: 1. What: The thematic context of this unit is “People and Society”, focusing on excellent conduct and social responsibility. After studying this unit, students are expected to develop attitudes of actively participating in volunteer services, persisting in good deeds, and caring for others, while cultivating awareness of social service to form correct values. This lesson’s reading text in the “Understanding Ideas” section presents a news feature about ordinary people engaging in public welfare. As a biographical profile, it introduces Ryan, a Canadian boy’s journey in philanthropy and volunteer work, depicting his personal growth to provoke students’ reflection on the social significance of individual development. 2. Why: Through Ryan’s growth trajectory, the author demonstrates how individual actions can create ripple effects, conveying the idea that ordinary people can change the world while advocating for social responsibility and practical implementation. The text employs multiple emotional layers including empathy for African people, admiration for Ryan’s actions, and appeals for global citizenship. Students should recognize that small actions can make significant contributions and develop proactive attitudes toward social participation. 3. How: The text adopts a problem-solution structure using basic vocabulary (clean, gardening) alongside specialized terms (donate, purify, conversation), with repeated use of “help”, “build”, and “well” to emphasize themes. Numerical contrasts highlight action gaps and achievements. The core grammar focus is past participle phrases as attributives demonstrating authentic information, while transitional words like “at last” and “so” enhance textual logic. Analysis of Students: 1. Students’ reading level: The students have already studied Compulsory Book 1 and Book 2, possessing foundational knowledge reserves and mastering basic reading strategies. I assume the class has an average learning level. They have acquired basic linguistic knowledge and logical thinking skills, enabling them to comprehend most textual content, but encounter some difficulties in interpreting reading comprehension questions and analyzing specific sentence details. They demonstrate adequate understanding of topics related to aiding African communities, along with appropriate values and sufficient background knowledge. They are aware of Africa’s severe water scarcity and can use simple English expressions about water shortages, while also showing basic familiarity with biographical texts. Additionally, students possess basic AI literacy and understand the procedures for creating videos using AI technology. 2. Challenges students face: In reading comprehension methods, students find it challenging to grasp the spiritual essence embodied by Ryan and the underlying values that ordinary individuals can achieve significant impacts through small actions. While students can understand the text’s logical framework and independently identify the various steps in Ryan’s well-construction process, they lack the ability to accurately interpret the profound implications of the text’s title “The Well that Changed the World” based on this information. They can only comprehend the surface-level understanding that Ryan's well influenced the world. Additionally, students initially lack the capacity to translate ideas into concrete actions. Prior to this lesson, they had not attempted to independently write biographical texts. 3. Students’ reading needs: Students are eager to enhance their reading comprehension skills and text analysis abilities. They enjoy learning character-driven English stories like Ryan’s. They aspire to become individuals like Ryan, hoping to influence others through their own actions. They are eager for teachers to incorporate videos into the teaching process, which would boost their learning motivation. Teaching Objectives: After this class, students will be able to: 1. Summarize the efforts Ryan made to help the African people and the achievements he obtained at each stage. 2. Analyze the reasons for Ryan’s success by comparing his attitude changes to understand the title of the text. 3. Summarize Ryan’s spirit and discuss the small things we can do to deeply understand the theme of the text: a small act be powerful to make a huge difference. Key Points: Summarize Ryan’s efforts and results, and analyze the reasons for Ryan’s success. Difficult Points: Analyze the meaning of the title and summarize Ryan’s spirit. Teaching Method: Activity-based Approach to English Learning Learning Methods: Independent language learning, inquiry-based language learning, cooperative language learning Teaching Aids: Blackboard, Textbook, PPT Teaching Procedures: 1. Lead-in (3 minutes) Step 1: The teacher introduces the topic of water resources using the title of the text. (1 minute) The teacher first outlines the lesson content and asks students what comes to mind when they see the word “well” in the title. Through thinking, students learn that the text focuses on wells and water scarcity. Step 2: The teacher illustrates water scarcity in Africa using maps. (2 minutes) The teacher displays images of the seven continents and asks, “Which one has the most severe water shortage?” to guide students to identify Africa as the continent facing the worst water crisis. A map highlighting Africa’s water scarcity is then presented, allowing students to analyze and visualize the severity of the issue. [Justification]: Students learn that the text discusses wells and water resources by analyzing the word “well” in the title, which sparks their curiosity and motivation. By asking which continent faces the most severe water shortage, the teacher introduces Africa’s water crisis as the central theme. Analyzing maps of Africa allows students to deeply understand the severity of water scarcity on the continent. 2. Pre-reading (4 minutes) Step 1: Students recall how they learned about Africa. (1 minute) The teacher asks, “How did you first learn about Africa’s water crisis?”, prompting students to reflect on their prior knowledge. This reveals that most students gained information from geography teachers. Step 2: The teacher introduces Ryan’s childhood experience. (2 minutes) The teacher asks, “Did you immediately believe your geography teacher’s claims about Africa’s water shortage?”. After students answer “Yes”, the teacher contrasts their responses with Ryan’s skepticism. A video about Ryan’s disbelief is shown, followed by students identifying keywords in the first paragraph explaining his doubts. The question “How did this realization affect Ryan?” guides students to conclude Ryan’s decision to help African communities. Step 3: Students predict the text’s content by analyzing its title. (1 minute) The teacher displays the text’s title and textbook images, guiding students to infer “What did Ryan do, and what were the results?” based on textual and visual clues. [Justification]: The teacher guides students to recall how they learned about Africa, revealing that their knowledge came from geography teachers—mirroring Ryan’s initial experience. By contrasting students’ unquestioning acceptance of teachers’ claims with Ryan’s skeptical reaction, curiosity is sparked, naturally introducing Ryan’s story. Having students predict the text’s content builds reading anticipation, fuels their desire to learn, and sharpens their predictive skills. 3. While-reading (25 minutes) Step 1: Students skim the text to verify predictions. (3 minutes) Students quickly read paragraphs 2-5 to check if their predictions about Ryan’s actions are accurate. [Justification]: Skimming allows students to verify pre-reading predictions, satisfying their curiosity while honing their ability to extract information efficiently. Step 2: Summarize Ryan’s actions/results and complete a table. (9 minutes) Students reread paragraphs 2-5 to identify Ryan’s steps (e.g., building wells) and their outcomes, then fill out a table. The teacher demonstrates by completing the first row (e.g., Ryan’s initial action and result). Students spend 8 minutes finishing the table. [Justification]: Close reading and table completion strengthen students’ ability to locate and extract key information, improve logical thinking, and deepen their understanding of the text’s structure and Ryan’s challenges. Step 3: Everyone checks answers together and responds to the teacher’s questions. (10 minutes) After students complete the forms, the teacher reviews the answers through a group Q&A session. During this process, the teacher asks specific questions about details in the text using the form. Concrete questions include: Q1: Why did Ryan insist on building a well instead of just a hand pump? Q2: After building the first well, did Ryan stop there? Q3: What led Ryan to set up a foundation? Q4: How many people ultimately benefited? [Justification]: By correcting answers, the teacher helps students establish an accurate comprehension of the content, enabling them to better grasp the structure and plot of the text. Through critical thinking and addressing the teacher’s detail-oriented questions, students can deepen their understanding of Ryan’s actions and impact, while developing an initial perception of Ryan’s values and spirit. Step 4: Students analyze the evolution of Ryan’s attitude and his core qualities. After summarizing Ryan’s actions, the teacher guides students to examine how his attitude transformed throughout the process. Students are then prompted to identify the qualities embodied in Ryan’s spirit (e.g., perseverance, empathy, leadership), ultimately highlighting how these qualities drove his success. Q1: How did Ryan’s attitude towards helping Africans change? Q2: What made Ryan’s dream come true? [Justification]: This activity elevates text analysis from surface-level comprehension to an exploration of ethical dimensions. By examining Ryan’s evolving attitude and core values, students are guided to recognize how personal convictions contribute to success, while being encouraged to take Ryan as a role model for continuous self-improvement. Step 5: Analyze the text’s title. (3 minutes) The teacher guides students to explore both the literal meaning and symbolic significance of the title “The Well that Changed the World.” [Justification]: Deconstructing the title helps students develop a multidimensional understanding of the text and recognize the transformative potential of modest initiatives. This awareness can motivate students to value small daily actions as catalysts for meaningful impact. 4. Post-reading (11 minutes) Step 1: Group discussion The teacher divides students into groups of four and guides them to discuss what small things they can do as high school students to make a difference. Step 2: Group representative presentation Each group selects a representative to present their ideas. The teacher should provide specific and detailed feedback on each presentation, along with praise. Step 3: Teacher’s Summary After carefully listening and giving appropriate feedback, the teacher summarizes the group discussions and integrates cultural values. The teacher may conclude: “Even small actions can lead to significant contributions. To make a difference in someone’s life, you don’t need to be brilliant, rich, beautiful, or perfect. You just need to CARE.” The teacher then uses blackboard writing and videos to review the lesson content, reiterating the moral values at the end. [Justification]: Group discussions allow students to share perspectives, enhancing oral expression and collaborative skills. Through attentive listening to teacher feedback, students can correct misunderstandings and build confidence. Reviewing lesson content helps students clarify understanding, establish correct values and worldviews, recognize their ability to help others and impact the world, ultimately cultivating habits of diligent work and helping others. 5. Homework (2 minutes) (1) Compulsory Homework: Students need to write a 100-word biography of Ryan using the writing framework and useful expressions provided by the teacher, based on the lesson content. [Justification]: Writing Ryan’s biography allows students to review key lesson concepts, deepen their understanding of the character, improve their writing skills, and master biographical writing techniques. (2) Optional Homework: Students need to use AI tools (e.g., Wondershare Filmora, Magic Speech) to create a 1-minute video inspired by the classroom example, introducing Ryan’s story and sharing their perspective on “making a difference”. [Justification]: This AI video task enhances students’ digital literacy and AI application skills while reinforcing the value that “small actions can create significant impact”. The optional format’s innovative and technology-integrated approach boosts student engagement and enthusiasm. Blackboard Design: Teaching Reflection: Strengths: 1. This lesson incorporates AI elements and multiple video resources to boost student engagement and create authentic, vivid learning scenarios that enhance comprehension. 2. A grid-shaped table was utilized to guide text analysis, helping students systematically grasp the article’s content and structure. 3. Activities were designed to reinforce the belief that “small actions by young individuals can create significant impacts”, fostering students’ moral awareness. Improvements: 1. The during-reading tasks lacked variety and interactivity. Future designs will prioritize more dynamic and diverse activities to sustain student motivation. 2. The compulsory biography-writing assignment may be overly challenging for some students. Adjustments will be made to scaffold the task (e.g., providing sentence starters or collaborative drafting). 3. The lesson relied solely on formative assessment without summative evaluation criteria or rubrics. Future plans will integrate both formative and summative assessments (e.g., teacher feedback, self-assessment checklists, and peer review) to holistically track student progress. 1 学科网（北京）股份有限公司 $