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

Unit 2 Making a Difference-Developing ideas 内容导航 This section mainly introduces Nicholas Winton’s deeds of rescuing Jewish children during World War II and Tu Youyou’s life and contributions. It guides students to understand the power of kindness, learn the writing features of biographies, and stimulate their sense of social responsibility. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and sentence patterns related to deeds and contributions, and improve reading and writing skills of biographies. Thinking Quality: Analyze characters’ qualities through details, develop logical thinking and critical thinking. Cultural Awareness: Understand international humanitarian spirit and Chinese scientists’ dedication, enhance cultural confidence. Learning Ability: Cultivate autonomous and cooperative learning habits, and improve strategies of reading prediction and information sorting. 2. 教学重难点 Key Points: Grasp the main line of Nicholas Winton’s and Tu Youyou’s life stories, master core vocabulary such as donate, perseverance, contribution and key sentence patterns like attributive clauses. Difficult Points: Analyze the deep meaning of characters’ deeds and their influence, understand the stylistic characteristics of biographies, and apply what they have learned to write a short biography with accurate language and clear logic. 教学过程 Step 1: Lead-in (Lead-in Activity) Teacher’s Activity: Show students pictures of Nicholas Winton and Tu Youyou on the screen, and ask two questions: “Do you know these two people? What do you think they have in common?” Then, briefly introduce their identities: one is a British humanitarian who rescued Jewish children in World War II, and the other is a Chinese scientist who won the Nobel Prize for her research on artemisinin. After that, guide students to discuss: “What does ‘making a difference’ mean to you? Can ordinary people make a difference to the world?” Students’ Activity: Observe the pictures carefully, think about the teacher’s questions, actively participate in the discussion, and share their own understanding of “making a difference” with the class. Some students may say that making a difference means helping others, while others may think it means making contributions to society in their own fields. Design Intention: The lead-in activity is designed to arouse students’ interest in the topic. By showing familiar figures, students can quickly enter the learning context. The discussion about “making a difference” helps students connect the topic with their own life experience, lay a foundation for the subsequent reading and learning, and also imperceptibly cultivate their sense of social responsibility. Step 2: Pre-reading (Preparatory Work) Activity 1: Vocabulary Preview Teacher’s Activity: Present the key vocabulary of this section on the screen, including nouns (donation, perseverance, contribution, mission, disease, cancer), verbs (donate, fund, recycle, obtain, assist), adjectives (effective, temporary, major, sensitive, disabled) and phrases (make a difference, set up, give up, be determined to do sth., contribute to). For each word and phrase, provide the phonetic symbols, Chinese meaning and a sample sentence related to the text. For example, for “perseverance”, the sample sentence is “Nicholas Winton showed great perseverance in rescuing Jewish children.” Then, ask students to read the words and phrases aloud after the teacher, and check their pronunciation and understanding. For difficult words such as “perseverance” and “contribution”, explain their usage and collocations in detail, and ask students to make simple sentences by themselves to consolidate their memory. Students’ Activity: Follow the teacher to read the words and phrases, take notes of the key points, and try to make sentences with the new words. They can discuss with their deskmates if they have any questions about the vocabulary, and then share their sentences with the class. Design Intention: Vocabulary is the foundation of reading and writing. Previewing key vocabulary before reading can help students reduce reading obstacles, improve reading efficiency, and lay a solid foundation for understanding the text. By providing sample sentences related to the text, students can better connect the vocabulary with the theme of the unit, and the sentence-making activity can help them master the usage of the vocabulary in practice. Activity 2: Background Introduction Teacher’s Activity: Introduce the historical background of Nicholas Winton’s deeds briefly. Tell students that during World War II, the Nazis persecuted the Jews severely, and many Jewish children were in danger of losing their lives. Nicholas Winton, a British ordinary person, took the initiative to rescue these children and helped them escape from the war. Then, introduce Tu Youyou’s research background: in the 1960s, malaria was prevalent in many parts of the world, and many people died of this disease. Tu Youyou led her team to conduct in-depth research and finally found artemisinin, which saved millions of lives. At the same time, show a short video (3-5 minutes) about their deeds to help students have a more intuitive understanding. Students’ Activity: Listen carefully to the teacher’s introduction, watch the video, and take notes of the key background information. After watching the video, share their feelings with their group members, such as their admiration for Nicholas Winton and Tu Youyou. Design Intention: The background information is very important for students to understand the deep meaning of the text. Nicholas Winton’s deeds are closely related to World War II, and Tu Youyou’s research is related to the historical background of malaria prevention and control. By introducing the background and showing the video, students can better understand the difficulties and significance of their deeds, arouse their emotional resonance, and lay a foundation for analyzing the characters’ qualities in the subsequent reading. Activity 3: Prediction Teacher’s Activity: Show the title of the text “The Power of Good” and the pictures in the text. Ask students to predict the content of the text according to the title and pictures: “What do you think the text will talk about? What deeds of Nicholas Winton will be mentioned? What kind of person do you think he is?” Then, guide students to predict the content of the writing part according to the picture of Tu Youyou: “What do you think the writing task will be? Will it be related to introducing Tu Youyou or writing a biography?” Students’ Activity: Observe the title and pictures carefully, combine the background information they just learned, make predictions, and share their predictions with the class. Some students may predict that the text will talk about how Nicholas Winton rescued the Jewish children, and the writing task will be to write a short biography of Tu Youyou. Design Intention: Prediction is an important reading strategy. By guiding students to predict the content of the text according to the title and pictures, we can cultivate their ability of logical reasoning and improve their reading initiative. At the same time, it can also help students form a preliminary framework of the text in their minds, which is conducive to the subsequent in-depth reading. Step 3: While-reading (In-depth Reading) Activity 1: Skimming Teacher’s Activity: Ask students to read the text quickly (skimming) and complete two tasks: 1. Find out the main idea of the text. 2. Divide the text into several parts and summarize the main content of each part. After students finish reading, invite several students to share their answers, and then correct and supplement them. The main idea of the text: It introduces Nicholas Winton’s deeds of rescuing Jewish children during World War II, showing his kindness and perseverance, and then leads to the writing task of introducing Tu Youyou. The text can be divided into three parts: Part 1 (Paragraph 1-2): Introduce Nicholas Winton and the background of his rescue operation. Part 2 (Paragraph 3-5): Detail the process of Nicholas Winton rescuing Jewish children. Part 3 (Paragraph 6): Lead to the writing task by mentioning Tu Youyou. Students’ Activity: Read the text quickly, focus on the key information, complete the two tasks, and then share their answers with the class. They can discuss with their group members if they have different opinions. Design Intention: Skimming is a reading strategy to grasp the main idea of the text quickly. Through this activity, students can understand the overall framework of the text, know the main content of each part, and lay a foundation for the subsequent detailed reading. At the same time, it can also improve students’ reading speed and ability to grasp key information. Activity 2: Scanning Teacher’s Activity: Ask students to read the text again carefully (scanning) and complete the following table about Nicholas Winton’s deeds. The table includes columns: Time, Events, Difficulties, and His Actions. After students finish filling in the table, invite several students to show their tables on the screen, and then correct and supplement them. For example, in 1938, Nicholas Winton went to Prague and found that Jewish children were in danger; the difficulty was that he needed to get the approval of the British government and find foster families for the children; his action was to write letters to many people and organizations, and finally managed to rescue 669 Jewish children. Then, ask students to find out the key sentences in the text that reflect Nicholas Winton’s qualities, such as “He spent months raising funds and finding foster families for the children.” and “Despite great difficulties, he never gave up.” Students’ Activity: Read the text carefully, find out the relevant information, fill in the table, and then find the key sentences that reflect Nicholas Winton’s qualities. They can mark the key information and sentences in the text with a pen. Design Intention: Scanning is a reading strategy to find specific information quickly. Through filling in the table, students can sort out the key events of Nicholas Winton’s deeds in a clear way, and understand the process of his rescue operation. Finding the key sentences that reflect the characters’ qualities can help students better analyze Nicholas Winton’s personality, lay a foundation for the subsequent discussion and writing, and also improve their ability to extract specific information from the text. Activity 3: Detailed Reading and Discussion Teacher’s Activity: Divide students into groups of 4-5, and ask each group to discuss the following questions based on the text: 1. What difficulties did Nicholas Winton encounter when rescuing the Jewish children? How did he overcome them? 2. What kind of person do you think Nicholas Winton is? Please use the details in the text to support your opinion. 3. Why do you think the title of the text is “The Power of Good”? What does “the power of good” mean to you? 4. What can we learn from Nicholas Winton’s deeds? After the group discussion, each group sends a representative to share their opinions with the class. The teacher makes comments and supplements, guides students to deeply understand the connotation of “the power of good”, and emphasizes the importance of kindness, perseverance and sense of responsibility. Students’ Activity: Participate in the group discussion actively, express their own opinions, listen to the opinions of their group members, and sort out the group’s views. Then, the representative of the group shares the group’s opinions with the class, and listens to the opinions of other groups. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability. Through discussing these questions, students can deeply understand the details of the text, analyze the characters’ qualities in depth, and understand the theme of the text. At the same time, it can also stimulate students’ thinking, let them combine their own life experience to think about the significance of “the power of good”, and imperceptibly cultivate their good moral qualities. Activity 4: Language Points Analysis Teacher’s Activity: Based on the text, extract the key language points, including key words, phrases and sentence patterns, and explain them in detail. 1. Key words: donate (v. 捐赠), perseverance (n. 坚持不懈), contribution (n. 贡献), mission (n. 使命). Explain their collocations and usage, and give examples related to the text. For example, “donate money to sb./sth.” (给某人/某物捐款), “make a contribution to sth.” (为某物做贡献). 2. Key phrases: make a difference (有影响，起作用), set up (建立), give up (放弃), be determined to do sth. (决心做某事), contribute to (有助于，促成). Explain their meanings and usages, and ask students to find sentences in the text that use these phrases. 3. Key sentence patterns: (1) As a young man, Nicholas Winton was deeply moved by the suffering of the Jewish children. (as 引导的时间状语从句) (2) He spent months raising funds and finding foster families for the children, which was a difficult and time-consuming task. (which 引导的非限制性定语从句) (3) It was not until many years later that the world knew about his great deeds. (it is/was not until...that... 强调句型) Explain the structure and usage of these sentence patterns, and ask students to make sentences by themselves to consolidate their understanding. Students’ Activity: Listen carefully to the teacher’s explanation, take notes of the key points, find the sentences in the text that use the key phrases and sentence patterns, and try to make sentences by themselves. They can ask the teacher or their group members for help if they have any questions. Design Intention: Language points are the key content of English teaching. By analyzing the key language points based on the text, students can master the usage of the language points in the context, which is conducive to improving their language ability. Making sentences by themselves can help students consolidate the language points and apply them to practice, laying a foundation for the subsequent writing. Step 4: Post-reading (Consolidation and Application) Activity 1: Retelling Teacher’s Activity: Ask students to retell the story of Nicholas Winton based on the table they filled in and the key information they extracted. The retelling should include the background, process, difficulties and results of his rescue operation, and also reflect his qualities. The teacher can give some tips, such as using the key words and sentence patterns they just learned. Then, invite several students to retell the story in front of the class, and make comments on their retelling, including the accuracy of the information, the fluency of the language and the use of key language points. Students’ Activity: Prepare for the retelling, organize the language, and try to use the key words and sentence patterns they learned. Then, some students retell the story in front of the class, and listen to the teacher’s comments and the retelling of other students. Design Intention: Retelling is an effective way to consolidate the reading content. Through retelling, students can review the key information of the text, improve their oral expression ability, and also consolidate the key language points. At the same time, it can also cultivate students’ ability to organize language and logical thinking. Activity 2: Reading Extension Teacher’s Activity: Provide students with a short passage about another person who made a difference to the world, such as Mother Teresa, who dedicated her life to helping the poor and the sick. Ask students to read the passage quickly, and then answer the following questions: 1. What did Mother Teresa do? 2. What qualities did she have? 3. What can we learn from her? After students finish reading and answering the questions, invite several students to share their answers, and then guide students to summarize the common points of these people (Nicholas Winton, Tu Youyou, Mother Teresa): they all have kindness, perseverance and a strong sense of social responsibility, and they all made great contributions to the world in their own ways. Students’ Activity: Read the extension passage quickly, answer the questions, and share their answers with the class. Then, summarize the common points of the people mentioned with the teacher’s guidance. Design Intention: Reading extension can expand students’ horizons, let them know more people who made a difference to the world, and deepen their understanding of the theme of the unit. By summarizing the common points of these people, students can further understand the connotation of “making a difference”, and strengthen their sense of social responsibility and dedication. Activity 3: Writing Guidance Teacher’s Activity: Guide students to carry out the writing task. First, introduce the writing requirement: Write a short biography of Tu Youyou, about 100-120 words, including her personal information, main deeds and contributions, and her qualities. Then, analyze the stylistic characteristics of biographies: Biographies usually introduce the person’s birth, life experience, main deeds and contributions, and use objective and concise language. Then, guide students to extract the key information about Tu Youyou from the text and the background introduction, such as her birth year, her research on artemisinin, her achievements and her qualities. Then, provide a writing outline: 1. Introduction: Briefly introduce Tu Youyou’s identity. 2. Main body: Introduce her main deeds and contributions. 3. Conclusion: Summarize her qualities and the influence of her deeds. Then, give a sample passage to let students learn from it. The sample passage: Tu Youyou is a famous Chinese scientist. She was born in 1930. In the 1960s, she led her team to research artemisinin to treat malaria. After years of hard work, she finally succeeded. Her discovery saved millions of lives around the world, and she won the Nobel Prize in Physiology or Medicine in 2015. Tu Youyou is a persistent and dedicated person, and she has made great contributions to the world. Students’ Activity: Listen carefully to the teacher’s guidance, extract the key information about Tu Youyou, understand the writing outline and stylistic characteristics, and learn from the sample passage. Then, start to draft their own short biographies. Design Intention: Writing is an important part of English teaching, which can test students’ ability to apply the language they have learned. By guiding students to understand the writing requirements, stylistic characteristics and writing outline, and providing a sample passage, we can help students master the method of writing biographies, improve their writing ability, and also consolidate the theme of the unit and the key language points. Activity 4: Writing Evaluation and Revision Teacher’s Activity: After students finish drafting their biographies, ask them to exchange their drafts with their deskmates for mutual evaluation. The evaluation criteria include: 1. Whether the information is accurate and complete. 2. Whether the language is accurate, fluent and appropriate. 3. Whether the structure is clear and in line with the requirements of biographies. 4. Whether the key words and sentence patterns are used correctly. Then, the teacher walks around the classroom, provides guidance to students who have difficulties, and collects some typical drafts (both good and bad) to comment on in class. For the good drafts, praise them and let students learn from them; for the drafts with problems, point out the problems and give suggestions for revision. Then, ask students to revise their own drafts according to the mutual evaluation and the teacher’s comments. Students’ Activity: Exchange drafts with deskmates, evaluate each other’s drafts according to the evaluation criteria, and put forward suggestions for revision. Then, listen to the teacher’s comments on the typical drafts, and revise their own drafts carefully. Design Intention: Mutual evaluation and teacher’s evaluation can help students find their own problems in writing, learn from each other’s strengths, and improve their writing ability. Revision is an important link in the writing process, which can help students improve the quality of their writing and cultivate their rigorous learning attitude. Step 5: Summary and Homework Activity 1: Summary Teacher’s Activity: Guide students to summarize the content of this lesson. Ask students to think: “What did we learn today? What have you gained?” Then, invite several students to share their summaries, and the teacher makes a final summary: Today, we read the text about Nicholas Winton’s deeds, learned his qualities of kindness, perseverance and sense of responsibility, mastered the key words, phrases and sentence patterns related to the text, understood the stylistic characteristics of biographies, and completed the writing task of introducing Tu Youyou. We also learned that ordinary people can make a difference to the world by their own efforts. Finally, encourage students to learn from these great people, and try to do something meaningful to help others and contribute to society. Students’ Activity: Think about the teacher’s question, share their own summaries, and listen to the teacher’s final summary. Reflect on what they have learned and gained in this lesson. Design Intention: Summary can help students sort out the content of the lesson, consolidate the knowledge they have learned, and deepen their understanding of the theme. Encouraging students can stimulate their enthusiasm for learning, and guide them to apply the knowledge and concepts they have learned to their daily life. Activity 2: Homework Teacher’s Activity: Assign the following homework: 1. Recite the key words, phrases and sentence patterns learned in this lesson, and write 5 sentences with the key phrases. 2. Polish the short biography of Tu Youyou revised in class, and hand it in the next class. 3. Search for a story of a person who made a difference to the world (can be a celebrity or an ordinary person), and prepare to share it in the next class. 4. Write a short passage about “How I Can Make a Difference” (about 80-100 words), talking about what you can do to help others and contribute to society in your daily life. Students’ Activity: Listen carefully to the homework requirements, write down the homework, and make a plan to complete it. Design Intention: Homework is an important way to consolidate the knowledge learned in class. Reciting the key language points and writing sentences can help students consolidate the language knowledge. Polishing the biography can improve students’ writing ability. Searching for stories and writing short passages can expand students’ horizons, deepen their understanding of the theme, and guide them to combine the theme with their own life, cultivating their sense of social responsibility and practical ability. Step 6: Blackboard Design Unit 2 Making a Difference-Developing Ideas 1. Key Vocabulary: donate, perseverance, contribution, mission, disease, cancer; make a difference, set up, give up, be determined to do sth., contribute to 2. Key Sentence Patterns: (1) As a young man, Nicholas Winton was deeply moved by... (2) He spent months..., which was... (3) It was not until...that... 3. Main Content: Nicholas Winton’s deeds (rescuing Jewish children) → Tu Youyou’s contributions → Writing a biography 4. Theme: The power of good; making a difference by kindness and perseverance Design Intention: The blackboard design is concise and clear, highlighting the key points of the lesson, including key vocabulary, sentence patterns, main content and theme. It helps students review and consolidate the knowledge learned in class, and has a clear guiding role for students’ learning. 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 $