Unit 2 Making a Difference-Understanding ideas 教案-2025-2026学年高中英语外研版必修第三册

Unit 2 Making a Difference-Understanding ideas 内容导航 This section mainly tells the story of a Canadian boy Ryan who, moved by the water shortage in Africa, donated money through part-time jobs and finally built wells to help African people, conveying the spirit of kindness, perseverance and making a difference with small actions. 教学目标和重难点 1. 教学目标 Language Competence: Master key words and sentences, and improve reading ability to grasp the main idea and details of the text. Cultural Awareness: Understand the public welfare spirit across cultures and cultivate a sense of global community. Thinking Quality: Develop logical thinking by sorting out Ryan’s deeds and critical thinking by discussing the significance of small actions. Learning Ability: Cultivate autonomous and cooperative learning habits through reading tasks and group activities, and learn to reflect on their own actions. 2. 教学重难点 Key Points: Master core vocabulary such as shortage, donate, foundation and mission; understand the logical structure of the text and the main plot of Ryan’s story; grasp the theme that everyone can make a difference. Difficult Points: Understand the deep meaning of the title “The Well that Changed the World”; use the key words and sentence patterns flexibly to express personal views on public welfare; cultivate the awareness of contributing to society through small actions. 教学过程 Step 1: Lead-in (Lead-in Activity) Teacher’s Activities: First, show students a short video about water shortage in Africa, which includes scenes of African children drinking polluted water, walking long distances to fetch water, and even suffering from diseases due to lack of clean water. After playing the video, ask students two questions: “What do you see in the video?” and “How do you feel about the situation of these African children?” Then, guide students to have a free talk about what they can do to help solve the water shortage problem in Africa. Finally, introduce the topic of this lesson: Today we will learn a story about a little boy who made a great difference to African people’s lives by helping them get clean water. Students’ Activities: Watch the video carefully, share their observations and feelings actively, participate in the free talk and put forward their own ideas, such as donating money, building wells, recycling water and so on. Then, listen to the teacher’s introduction and get ready for the text learning. Design Intention: The video can intuitively show students the severity of water shortage in Africa, arouse their sympathy and concern for African people, and lay an emotional foundation for learning the text. The free talk can activate students’ existing knowledge and experience, stimulate their learning interest, and naturally lead to the theme of the text, making the transition from real life to text learning smooth and natural. Step 2: Pre-reading (Pre-reading Preparation) Teacher’s Activities: First, present the key vocabulary and phrases of this lesson on the blackboard or multimedia, including shortage, donate, foundation, mission, dig a well, put forward, persuade...to..., set up, make a difference, etc. For each word and phrase, explain its meaning clearly with simple English, give example sentences related to the text, and guide students to read them aloud to master their pronunciation and usage. For example, when explaining “shortage”, the teacher can say: “Shortage means a situation in which there is not enough of something. In the text, there is a water shortage in Africa, which means African people don’t have enough clean water to drink.” Then, show students the title of the text “The Well that Changed the World” and the picture of Ryan. Ask students to predict the content of the text according to the title and the picture: “Who do you think the boy in the picture is?” “What do you think the well has to do with changing the world?” “What did the boy do to change the world?” Students’ Activities: Learn the new words and phrases carefully, read them aloud to remember their pronunciation and meaning, take notes of the example sentences. Then, observe the title and the picture, discuss with their deskmates and put forward their own predictions about the text content. Design Intention: The pre-reading vocabulary learning helps students remove language obstacles in reading, so that they can better understand the text. The prediction activity based on the title and picture can cultivate students’ ability of reasoning and prediction, stimulate their desire to read the text to verify their predictions, and improve their reading initiative. At the same time, it can help students initially grasp the core of the text—the relationship between the well and changing the world. Step 3: While-reading (Intensive Reading) This step is divided into three parts: Skimming, Scanning and Detailed Reading, to help students understand the text step by step from the overall to the local. 3.1 Skimming Teacher’s Activities: Ask students to read the text quickly (skimming) and answer two questions: 1. Who is the main character of the text? 2. What is the main thing the main character did? After students finish reading, invite several students to answer the questions, and then summarize the main idea of the text: The text tells the story of a six-year-old Canadian boy Ryan, who raised money to build wells for African people to solve their water shortage problem, and finally made a great difference to their lives. Students’ Activities: Read the text quickly, focus on the key information, find out the main character and the main event, and answer the teacher’s questions actively. Then, listen to the teacher’s summary and confirm their understanding of the main idea. Design Intention: Skimming is a basic reading skill. Through skimming, students can quickly grasp the main idea of the text, establish a general framework of the text, and lay a foundation for further detailed reading. At the same time, it can train students’ ability to capture key information quickly. 3.2 Scanning Teacher’s Activities: Ask students to read the text again (scanning) and complete the following task: Fill in the blanks about Ryan’s experience and actions. The blanks include: 1. Ryan first knew about the water shortage in Africa from ______. 2. To raise money to build a well, Ryan ______ and persuaded his classmates and neighbors to donate money. 3. With the money raised, Ryan built a well near a primary school in ______. 4. Later, Ryan set up a ______ to attract more support and provide clean water for more African people. After students finish the task, check the answers with the whole class, and explain the key details that students may miss. Students’ Activities: Read the text carefully, scan for specific information, fill in the blanks, and then check their answers with the teacher and classmates. If there is any mistake, correct it in time and take notes of the key details. Design Intention: Scanning is another important reading skill. Through scanning, students can accurately find specific information in the text, which helps them understand the details of Ryan’s deeds and sort out the development context of the story. The filling-in-the-blank task is simple and targeted, which can help students consolidate the key details and improve their ability to obtain specific information. 3.3 Detailed Reading Teacher’s Activities: Ask students to read the text carefully again (detailed reading) and discuss the following questions in groups of 4: 1. Why did Ryan decide to help African people solve the water shortage problem? 2. What difficulties did Ryan encounter in raising money, and how did he overcome them? 3. What changes did the well bring to the African people, especially the children? 4. What do you think of Ryan’s qualities? After the group discussion, invite each group to send a representative to share their opinions. Then, the teacher makes a summary: Ryan was moved by the suffering of African children due to water shortage, so he decided to help them. He encountered the difficulty that the money he raised at first was not enough to build a well, but he did not give up and continued to work hard to raise more money. The well brought clean water to African people, allowing children to drink safe water and go to school instead of fetching water. Ryan has the qualities of kindness, perseverance, selflessness and a strong sense of responsibility. At the same time, during the detailed reading, the teacher guides students to analyze the key sentences in the text, such as “Knowing that the children now have money to go to school is the reason I keep going, and it gives me more strength.” and “But when you finish the task and pack your bags, the expression on everyone’s face is the best smile in the world.” Ask students to understand the meaning of these sentences and analyze the emotional connotation behind them. Students’ Activities: Read the text carefully, think about the questions raised by the teacher, discuss with group members actively, express their own opinions and listen to others’ views. Then, listen to the representatives of other groups and the teacher’s summary, and deepen their understanding of the text. At the same time, analyze the key sentences with the teacher, understand their meaning and emotional connotation, and take notes. Design Intention: Detailed reading helps students deeply understand the text content, explore the emotional connotation and theme of the text. Group discussion can cultivate students’ cooperative learning ability and oral expression ability, and let students learn from each other’s views. Analyzing key sentences can help students grasp the language characteristics of the text, improve their ability to understand and appreciate English sentences, and at the same time feel Ryan’s noble qualities and the emotional appeal of the text. Step 4: Post-reading (Consolidation and Expansion) This step includes three activities: Language Consolidation, Theme Discussion and Creative Practice, to help students consolidate the knowledge they have learned, deepen their understanding of the theme, and apply the knowledge to practice. 4.1 Language Consolidation Teacher’s Activities: Organize students to carry out two language practice activities. Activity 1: Complete the sentences with the key words and phrases learned in this lesson. The sentences are closely related to the text and real life, such as: 1. There is a serious water ______ in some African countries. 2. Many people ______ money to the poor children to help them go to school. 3. We should try our best to ______ a difference to the world. Activity 2: Translate the following sentences into English, using the key sentence patterns in the text. For example: 1. 知道孩子们能喝上干净的水，是我坚持下去的动力。(Knowing that the children can drink clean water is the motivation for me to keep going.) 2. 他说服了他的朋友一起参与公益活动。(He persuaded his friends to take part in public welfare activities together.) After students finish the activities, check the answers with the whole class, correct the mistakes, and explain the key points and difficulties in translation. Students’ Activities: Complete the two language practice activities carefully, use the key words, phrases and sentence patterns flexibly, and then check their answers with the teacher and classmates. If there is any mistake, correct it in time and summarize the usage of key language points. Design Intention: Language consolidation activities can help students consolidate the key words, phrases and sentence patterns learned in this lesson, improve their ability to use language flexibly, and lay a foundation for their future oral and written expression. The practice content is closely related to the text and real life, which can enhance the practicality of language learning and let students feel that English is useful in real life. 4.2 Theme Discussion Teacher’s Activities: Ask students to have a group discussion on the topic: “Can everyone make a difference to the world? What small actions can we do in our daily life to make a difference?” Guide students to combine their own life experience and the story of Ryan to express their views. For example, students can talk about helping classmates with their studies, donating old books, protecting the environment, volunteering in the community and so on. After the discussion, invite several students to share their views with the whole class. Then, the teacher makes a summary: Everyone can make a difference to the world, no matter how old they are or how small their actions are. Ryan is just a six-year-old boy, but he changed the lives of many African people with his small actions. We can also make contributions to the world through our own small actions, and we should always keep a kind heart and a sense of responsibility. Students’ Activities: Participate in the group discussion actively, express their own views, listen to others’ opinions, and learn from each other. Then, share their views with the whole class, and listen to the teacher’s summary, which deepens their understanding of the theme “Making a Difference”. Design Intention: Theme discussion can help students deeply understand the theme of the text, combine the text with real life, and transform the emotional experience in the text into their own ideological awareness and behavioral motivation. It can also cultivate students’ critical thinking ability and oral expression ability, and guide students to establish a correct outlook on life and values, and cultivate their sense of social responsibility. 4.3 Creative Practice Teacher’s Activities: Assign a creative practice task to students: Write a short passage (80-100 words) about “My Small Action to Make a Difference”. Ask students to combine their own life experience, describe a small action they have done or want to do to help others or make the world better, and express their feelings and understanding of “Making a Difference”. Before writing, the teacher can give some tips: 1. Start with a simple introduction of your action. 2. Describe the process of your action. 3. Express your feelings and understanding of “Making a Difference”. After students finish writing, invite several students to read their passages in front of the class, and the teacher makes comments on their passages, affirming their advantages and putting forward suggestions for improvement. Students’ Activities: Think about their own small actions, write the short passage according to the teacher’s requirements and tips, and then read their passages in front of the class, listen to the teacher’s comments and make improvements. Design Intention: Creative practice is an important link to apply the knowledge learned. Writing a short passage can help students consolidate their language knowledge, improve their writing ability, and at the same time deepen their understanding of the theme. Inviting students to read their passages can enhance their confidence in English expression, and the teacher’s comments can help students find their own shortcomings and improve their writing level. At the same time, this task can guide students to practice the spirit of “Making a Difference” in real life and realize the practical significance of the text. Step 5: Summary and Homework Teacher’s Activities: First, make a summary of this lesson: In this lesson, we learned the story of Ryan, a little boy who made a great difference to African people’s lives by building wells. We mastered the key words, phrases and sentence patterns of this lesson, understood the main idea and details of the text, and deeply realized that everyone can make a difference to the world through small actions. Then, assign the homework: 1. Recite the key words, phrases and key sentences of this lesson. 2. Polish the short passage written in the creative practice link and hand it in the next class. 3. Find a story about someone making a difference to the world and share it in the next class. 4. Try to do one small action to help others or make the world better in your daily life and write a short diary about it. Students’ Activities: Listen to the teacher’s summary, sort out the knowledge learned in this lesson, take notes of the homework, and make a plan to complete the homework. Design Intention: The summary can help students sort out the knowledge learned in this lesson, form a systematic knowledge structure, and deepen their understanding of the theme. The homework is designed to consolidate the knowledge learned, extend the learning content, and guide students to apply the knowledge and theme spirit to real life. Reciting helps students master language knowledge firmly; polishing the passage helps improve their writing ability; finding and sharing stories helps expand their horizons; doing small actions and writing diaries helps students practice the spirit of “Making a Difference” and realize the integration of learning and practice. Step 6: Blackboard Design Unit 2 Making a Difference-Understanding Ideas 1. Key Vocabulary & Phrases: shortage, donate, foundation, mission, dig a well, put forward, persuade...to..., set up, make a difference 2. Main Character: Ryan (a six-year-old Canadian boy) 3. Main Deeds: - Knew about water shortage in Africa → decided to help - Did part-time jobs & persuaded others to donate money - Built a well in Uganda - Set up a foundation to help more people 4. Theme: Everyone can make a difference with small actions. 5. Qualities of Ryan: Kind, perseverant, selfless, responsible 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $