Unit 2 Making a Difference Starting out & Understanding ideas教学设计-2024-2025学年高中英语外研版（2019）必修第三册

该高中英语教学设计聚焦“微小行动改变世界”主题，通过视频展示善举、人物图片分析贡献导入，激活学生已知，搭建从感知榜样事迹到深入文本探究的学习支架，衔接单元主题与后续阅读任务。 资料以任务型阅读（分段概括、细节提取）培养思维品质，跨文化案例（Ryan与《感动中国》人物）融合提升文化意识，多模态教学（视频、地图、思维导图）助力语言能力，自评互评促进学习能力。如小组讨论非洲水问题解决方案、写作介绍榜样人物，既提升学生综合语言运用与价值观，又为教师提供结构化流程与多元评价工具。

Teaching Guidelines Unit Topic Book 3 Unit 2 Making a difference Starting out & Understanding ideas The Well that Changed the World Unit and Text Analysis The title of this unit is "Making a difference". The main topics covered are: people who are trying to make a difference and influence others in different fields. The types of discourse in this unit include profile, narrative, exposit, telephone consultation, biography, etc. The whole unit is presented in the mode of "seeing", "reading", "listening", "speaking" and "writing", from shallow cognition to deep cognition, which conforms to the cognitive law and is easy for students to accept. The language materials involved in the textbook are : (1)Character introduction : ①Bai Fangli, an old man who makes a living by pedaling a tricycle. Over the past 20 years, he has helped more than 300 college students with a total donation of 350,000 yuan. ②Florence Nightingale, founder of modern nursing. She contributed to the training of nurses and the founding of modern nursing. ③ Red Adair, the fearless firefighting hero. Not only was he a fearless firefighting expert, he was also a trailblazer for bold changes in firefighting technology. (2) Ryan, a Canadian boy who solved the water problem for African children by saving money and collecting donations, established a foundation to encourage more people to donate their love. (3) A brief introduction to the establishment, purpose and impact of UNICEF. (4) Describe the personalities and qualities of different people. (5) Telephone for advice on how to become a volunteer. (6) Nicholas Winton, who saved countless innocent children from the Nazis during World War ll, moved the world with his kindness and love. (7) Outstanding scientist Tu Youyou and her medical contributions. Artemisinin extracted by her saved countless lives and had a far-reaching impact. The cumulative power of small, ordinary things has the potential to change the world. Everyone is a part of the world, and if everyone does their part, the world will be a better place. Just as the song says "A little change makes a big difference, your power and mine can change the world", making the world different and wonderful because of me. The topics in this unit are vivid and fresh. No matter ordinary or great, they all do their part, make a contribution to the world, and warm the world with kindness. The topic of this unit can fully mobilize students' enthusiasm for learning, stimulate their interest in learning, and help cultivate students' correct outlook on life and values. Period Content Analysis This period consists of two parts: Starting out and Understanding ideas. Starting out－the section of this unit presents a video on people’s good deeds for others, which guides students to think about valuable ideas the video conveys. In another class activity, students are asked to look at pictures of three people of different occupations. By observing pictures and watching videos, students learn about the deeds of three characters. On this basis, students are guided to further reflect on the contributions of these three great figures to society, their honorable character, think about and summarize others who have made similar contributions, and complete the corresponding exercises. Understanding ideas－in the reading part, students will read a story about what Ryan did to help solve the problem of water shortage in Africa. The Well that Changed the World mainly introduces the story of Ryan's childhood when he was told by his teacher that African children were having difficulty in drinking water, so he silently saved money and raised donations to dig Wells for African children. Through this article, students further understand the living situation of African children and think about what they can do for them, and cultivate their noble character of being ready to help others. Through task-based reading activities, students are expected to improve reading comprehension including skimming and scanning for detailed information of the reading text. Furthermore, the teacher will guide students to think deeply and explore the meaning of the topic. Students and Learning situation Analysis High school students have a strong sense of self, have their own independent opinions about the things around them, and are full of enthusiasm and a sense of justice, willing to do what they can to help others. At this stage, students have a certain reserve of vocabulary and sentence patterns, and can express their ideas clearly. All the above characteristics provide the basic guarantee for the smooth progress of this activity. Teaching Objectives 1. Literacy Objectives: After learning this lesson, students will be able to (1) learn the vocabulary related to change and love, and be able to use the learned words, phrases and sentence patterns to make brief expressions, lead students to skim the text and quickly find relevant information in the text.so as to cultivate students' language application ability. (2) learn the basic usage of past participles as attributives, and can choose appropriate non-predicate verb forms in specific contexts to improve students' ability to analyze and solve problems. (3) through the study of this unit, guide students to think about qualities of heroes and give a reasonable explanation based on the content of the text. Guide students to further understand those who have made great contributions in ordinary work and understand the power of kindness, which will help cultivate students to establish a correct outlook on life and values, and be a warm, kind and grateful person so as to stimulate students’ interest in the topic. 2. Knowledge Objectives: After learning this lesson, students will be able to (1) learn and master key words, phrases and sentence patterns. (2) through different levels of reading training, master reading skills, and improve students' ability to analyze and solve problems. Key and Difficult Points 1. Activate students’ background knowledge and talk about different people, their typical deeds, contribution and outstanding qualities. 2. Learn the unique life experience of Ryan and explain the deep meaning of the title. 3. Guide students to recognize different personal qualities and talk about the thought-provoking influence those admirable persons have on students. Teaching and Learning Method 1. Using the key vocabulary and sentence patterns of this unit, describe the characters and their stories in English. In the process of story telling, guide the students to classify the vocabulary and make a mind map to form a knowledge network. According to the teaching content of this unit, teachers will use multimedia, micro-lessons, mind mapping and other means to show core literacy implementation and some concrete cases that have a positive impact on the lives of others, so as to arouse students' attention to this topic and active participation in class activities. 2. According to the characteristics of the teaching content of this unit, teachers can make full use of visual and vivid teaching aids such as pictures and multimedia to further stimulate students' interest in learning, let them know about those who need help, and understand what they can do for it. 3. In order to expand the scope of students' knowledge, we can play the videos of touching Chinese characters, their deeds and award speeches, so that students can cultivate noble moral feelings in the process of watching. Teaching contents Teaching Procedures Intentions Teacher’s activity Students’ activity StepⅠ Activate and Share Activity1. Teacher plays the video and asks students to answer Question1. What kinds of good deeds are shown in the video? Question2. What idea does the video convey? Activity2. Teacher ask students to look at pictures of three people of different occupations and plays the videos and asks students to answer Question 1. Talk about the three people’s contributions and their outstanding qualities. Question2. What do the three people have in common? Activity1. Students watch the video and answer Question 1 and Question 2. Activity2. Look at pictures of three people of different occupations. By observing pictures and watching videos, students learn about the deeds of three characters and present their ideas. Activity1. By watching the video, it aims to arouse students' interest and curiosity in the topic and activate their existing knowledge. Activity2 guides students to think about the typical deeds, contributions, and excellent qualities of different people, cultivating students' observation, analysis, and language expression abilities. At the same time, through comparison, students can find commonalities, laying the foundation for understanding the theme of this lesson, "Make a difference". StepⅡ Watch and Think Activity1. Teacher asks students to read the map about water problems in Africa and answer Question1. Why do people in Africa face severe water problems? Question2. How to solve the problems? Activity2. Then the teacher gives more information about the problem. Teacher asks students to work in groups and share their answers of Questions 1 and 2 and share what they have known about the unsolved problems and make some comments. Activity1. Students read the picture of the map and answer Question 1 and work in groups to share their answers and ideas of Questions 2 . Activity2. Based on the background knowledge, students briefly put forward the possible solutions to supplying Africa with fresh water. Some students share what they know. Activity1. Enable students to initially perceive information related to the water problem in Africa, and pave the way for subsequent discussions. By thinking about "why the people in Africa face water problems" and "how to solve these problems", it aims to cultivate students' critical thinking and problem - solving abilities. Activity2 enable students to understand the background knowledge related to water problems and possible solutions, broadening students' horizons. Step Ⅲ Read and Explore Activity1.Teacher asks students to divide the passage into three parts and find the main idea of each part. Activity2. Teacher asks students to Read Part 1 (para.1) again and answer the question. Question: Why did Ryan want to help? Activity3.Teacher asks students to read Part 2 (para.2-para.5) again and complete Ryan’s story with expressions from the passage. Activity4. Teacher asks students to read Read Part 3 (para.6) again and answer the questions. Question 1: What kind of person do you think Ryan is? Question 2: Which of his qualities do you admire most? Why? Activity5. Teacher asks students to Choose the best explanation of the title and give your reasons. In the Activities, Students read the text with the questions so as to identify the information that they should pay special attention to in the passage. Students read the passage and find out the answer. Students work in groups and discuss about the question. Some students present their ideas. Activity 1 is designed to cultivate students' text - analysis and generalization abilities, enabling them to learn how to sort out the article structure and grasp the main content of the article. 1. Activity 2, 3&4 aims to deepen students' understanding of a specific part of the article, improving their reading comprehension and detailed information extraction abilities. These activities help students to be more familiar with the article content, master the key vocabulary and expressions in the text, and cultivate their information integration ability through completing the story. Activity 5 guides students to think deeply about the character traits and qualities of the characters, cultivating students' evaluation and self - reflection abilities. Step Ⅳ Make a summary and retell Lead students to further understand the text and complete Ryan’s story with expressions from the passage. If possible, ask some students to retell the story. Students retell the story as much as they can. Through summarizing and retelling, this activity helps students sort out the context of the whole story, deepen their understanding and memory of knowledge, and improve their language organization and expression abilities. Step Ⅴ Show Time (An interview prepared before class) Activity1.Teacher divide students into 6 groups and guide students to think and give other inspirational examples who have similar qualities to help people in need to expand their thinking: Every small act of kindness and every step towards positive change counts. Who are planting seeds of hope？ Activity2. Teacher asks students evaluate their improvement in Listening & Speaking, Reading & Understanding, Response & Thinking, Cooperation & Communication as well as Teamwork & Creation Activity1.Students work in groups and prepare the conversation before class to voice his or her opinion about beautiful virtues. Activity2. Some students evaluate their improvement on their own and reflect on their performances in class. 1.In Activity 1, by showing the pre - class prepared interview, it enables students to recognize the importance of small acts of kindness and positive changes, cultivating students' sense of social responsibility and positive values and transfer their knowledge and abilities. 2. Self - evaluation allows students to conduct a self - evaluation of their learning performance in this class, promoting students' self - awareness and self - reflection, so as to improve in subsequent learning. Step Ⅵ Output and Reflect Activity1 Compulsory Assessment: Write a short introduction of a person whose good deeds make a difference. (Contributions and qualities should be included.) Activity2. Information expansion: Watch Touching China 《感动中国》 and think about the contributions made by the admirable people and what you can learn from their outstanding qualities. Activity1. Students cultivate writing ability and their understanding of the theme Activity2. Students explore and pay attention to more admirable people and their contributions with the help of social media and the technology of AI. In Activity1, through writing, students' mastery and application of the knowledge learned in this class is tested. To cultivate students' writing ability and their understanding of the theme "good deeds make a difference". Activity2 Through information expansion, students are guided to pay attention to more admirable people and their contributions, further deepen their understanding of excellent qualities and cultivate their emotional attitudes and values. Blackboard Design Teaching Reflection Step I: Activate and Share • Strengths: Using videos to arouse students' interest in the water problem in Africa effectively grabbed their attention and activated prior knowledge. Discussing people's contributions and qualities promoted students' thinking and language skills, laying a good foundation for the lesson. • Weaknesses: The video was a bit complex for some students, and insufficient time was given for students to share their views in the discussion. • Improvements: Select more accessible videos with guidance if needed. Allocate more time for students to express their ideas. Step II: Watch and Think • Strengths: Prompting students to think about the causes and solutions of water problems stimulated critical thinking and broadened their horizons. • Weaknesses: Insufficient guidance made it difficult for some students to start thinking, and there was limited interaction among students. • Improvements: Offer more guiding hints and encourage group discussions for better idea - sharing. Step III: Read and Explore • Strengths: Paragraph - dividing and summarizing exercises enhanced students' text - analysis and generalization abilities. Follow - up tasks deepened understanding and developed various skills. • Weaknesses: Individual students' needs were not well - attended to, and there was little content expansion. • Improvements: Monitor students closely during reading and introduce more relevant materials for in - depth understanding. Step IV: Make a summary and retell • Strengths: This step helped students organize knowledge, improve language skills, and gain a clear understanding of the lesson. • Weaknesses: Language errors were not corrected promptly, and the retelling form was monotonous, reducing students' enthusiasm. • Improvements: Correct language errors in time and diversify retelling forms to boost students' participation. StepV. Presentation and Evaluation ( Show Time) • Strengths: The pre - class interview presentation instilled the importance of kindness and positive change, and self - evaluation promoted self - awareness. • Weaknesses: Limited interaction during the interview presentation and unclear self - evaluation criteria confused students. • Improvements: Add interactive sessions after the presentation and clarify self - evaluation criteria. StepVI. Output and Reflection • Strengths: The writing task tested students' knowledge application, and the information - expansion activity deepened students' values. • Weaknesses: Unreasonable time allocation for writing and insufficient guidance in the expansion activity. • Improvements: Allocate proper writing time and guide students to think more deeply in the expansion activity. Overall, the lesson achieved some teaching goals but has areas for improvement. In future teaching, more attention will be paid to individual differences to optimize teaching and enhance students' learning. 学科网（北京）股份有限公司 $