Unit 2 Period 3 Developing ideas & Presenting ideas（教学设计）英语外研版选择性必修第一册

该高中英语教学设计聚焦海伦·凯勒散文《Three Days to See》的结构分析、排比修辞及虚拟语气运用，结合《Dining in the Dark》体验短文开展读写教学。通过盲道、导盲犬图片及蒙眼模拟创设情境，衔接前两课时“克服挫折”主题，以分层阅读支架梳理文本，为单元议论文写作铺垫。 此设计以“输入内化—输出迁移”为逻辑，通过问题链与小组合作提升思维品质，如辩证讨论“短暂失明是否馈赠”，借海伦事迹渗透文化意识，对比中外残障励志精神。分层作业适配学情，助力教师落实核心素养，提升学生语言表达与深度思考能力。

Unit 2 Onwards and upwards Period 3 Developing ideas教学设计 教学基本信息 单元名称 选择性必修第一册Unit 2 Onwards and upwards 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 读写课 教学设计理念 围绕海伦・凯勒《假如给我三天光明》散文，融合语言能力、思维品质、文化意识、学习能力四大核心素养，实现语言学习与生命教育融合；遵循 “输入内化 — 输出迁移” 逻辑，先深度研读散文文本，提炼篇章结构、排比修辞、高级词汇，再结合《Dining in the Dark》体验短文搭建写作支架，实现以读促写；借助盲道、导盲犬图片、蒙眼模拟体验创设沉浸式情境，以问题链、小组合作、课堂演讲推动自主探究，避免教师单向讲授；依托海伦身残志坚的经历，引导学生珍惜感官、共情残障群体，树立乐观向上、感恩生活的人生态度。 教材分析 【What】本课时为单元核心读写板块，包含两大文本： ① 主阅读散文 Three Days to See（海伦・凯勒节选）：散文体裁，以虚拟语气畅想三天所见，采用段落排比、句子排比，包含 be stricken、probe into、go about 等重点词汇与虚拟条件句，主旨呼吁人们珍惜视觉、感知生活美好； ② 辅助阅读短文 Dining in the Dark：记叙作者在黑暗餐厅模拟失明的亲身经历，列举生活不便，为写作提供真实体验素材； 配套任务：文本梳理、观点演讲、模拟体验类短文写作。 【Why】单元衔接：承接前两课时 “克服挫折” 主题，承接非谓语语法知识，同时为本单元主题议论文写作铺垫篇章、修辞、观点表达素材，起到承上启下作用； 语言价值：散文兼具文学性与应试价值，排比修辞、虚拟语气、高级动词短语是高考读后续写、议论文高频考点；读写结合落实 “输入输出闭环”； 育人价值：以海伦的人生经历为载体，引导学生共情残障人士，懂得珍惜自身拥有，培养乐观坚韧的品格，落实学科立德树人； 思维价值：通过分层阅读（略读/扫读/精读）训练概括、对比、辩证思考能力，演讲任务锻炼逻辑表达。 【How】教材遵循情境导入 — 背景铺垫 — 分层阅读 — 修辞探究 — 观点表达 — 范文输入 — 写作输出递进逻辑：先用残障生活图片唤醒共情→介绍海伦生平→分层阅读拆解文本结构→赏析排比修辞→小组辩论演讲→补充黑暗餐厅体验范文→布置模拟体验写作，由理解文本到迁移创作，难度螺旋上升，兼顾文学赏析与书面表达训练。 学情分析 1. What I know 词汇方面：高二学生掌握基础情感、困难类词汇，前一课时已学习 - ing/to do 非谓语搭配，能识别简单虚拟语气； 语法方面：初步接触 if 虚拟条件句，但对与现在 / 将来相反虚拟句式运用不熟练，不熟悉排比文学修辞 背景知识方面：学生知晓海伦・凯勒基本事迹，见过盲道、导盲犬，能共情失明带来的不便，具备基础小组讨论、短文写作能力 2. What I want to know 1) 如何区分、运用虚拟语气表达假设性愿望； 2) 排比修辞的识别、作用与写作仿写方法； 3) 如何有条理记叙特殊体验并升华感悟； 4) 如何深度读懂散文背后作者的精神内核。 3. What I learned 主题内容方面：理解海伦 “珍惜感官、热爱生活” 的人生态度，学会共情弱势群体； 语言知识方面：核心短语、虚拟条件句，熟练运用排比句式； 教学目标 1. 语言能力 1) 掌握 be stricken blind, probe into, intoxicate, be appreciative of 等重点短语，读懂两篇文 本； 2) 识别并分析段落、句子排比，掌握 if 虚拟条件句表达假设愿望； 3) 能口头发表简短观点演讲，能仿写记叙个人特殊体验、升华感悟的英语短文。 2. 学习能力 1) 熟练运用 skimming/scanning 分层阅读策略，自主梳理文本框架； 2) 通过小组合作完成文本探究、演讲稿搭建，掌握 “阅读 — 摘抄 — 仿写” 读写学习 方法； 3) 主动积累文学性句式，自主梳理虚拟语气、排比写作素材。 3. 文化意识 1) 了解海伦・凯勒自强不息的西方励志人物故事，对比中外残障人士励志精神的共通之 处； 2) 理解中西方关爱残障群体的社会举措，学会尊重、共情身边有困难的人，树立感恩意 识。 4.思维品质 1) 通过梳理海伦三天行程，训练逻辑归纳思维；通过赏析排比，感受均衡、有感染力的 表达逻辑； 2) 辩证讨论 “短暂失明是否是一种馈赠”，培养批判性思维；写作时做到叙事清晰、观点 升华，提升深度思考能力。 教学重难点 教学重点 1) 梳理Three Days to See散文三层结构，掌握核心词汇、虚拟条件句； 2) 识别排比修辞，理解其表达效果并能简单仿写； 3) 读懂黑暗餐厅范文，掌握 “体验过程 + 困难细节 + 内心感悟” 写作结构。 教学难点 1) 准确运用虚拟语气表达假设、愿望类语句； 2) 在写作中自然运用排比提升文采，避免生硬堆砌； 3) 透过海伦文字，深度理解文本情感与人生哲理，实现读写情感迁移。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in If you were blind, how would you feel? What difficulties would you face? blind tracks a guide dog Tell the importance of our sight ●视觉 + 体验双重情境，快速唤醒学生共情，铺垫文本情感基调，激发阅读好奇心 5min Activity 2 Pre-reading Background Information Helen Keller (1880 —1968) was an American writer, lecturer and social activist(积极分子). Aged just 19 months old, she became ill and lost both her hearing and sight. With the help of her teacher, Anne Sullivan, she overcame her disabilities and went on to earn a Bachelor of Arts degree(文学学士学位) ●扫清人物背景障碍，搭建阅读认知支架，激活已有想象，为文本对比做铺垫 7min Activity 3 While-reading Skimming 1.What’s the genre of the passage? 【答案】 Prose(散文) is a quite flexible literary genre. In English, the term “prose” is very broad and comprehensive in meaning. In broad sense, it refers to any writing not in verse form（和诗歌相对的文体）. In a narrow sense, it is confined to the literary genre as opposed to poetry, fiction and drama, much like sanwen, suibi or xiaopinwen in Chinese literature. 2.What are the main wishes of the author? 【答案】 She would like to be able to see for three days. 3.What’s the structure of the passage? para. . para. . para. . 【答案】 para. 1-3 . the author’s thoughts para. 4-7 . how to spend 3 days para. 8 . the author’s advice Scanning 1.Read the passage carefully. Choose the author’s purpose and give your reasons. 1 To help readers understand what it is like to be blind. 2 To make readers without disabilities appreciate what they have. 3 To persuade readers to care about the blind. 【答案】2 2.Read the passage and find out what the author would do if she could see. 原文：4 On the first day, I should want to see the people whose kindness and gentleness and companionship have made my life worth living. I don not know what it is to see into the heart of a friend through that “window of the soul”, the eye. I can only ”see” through my fingertips the outline of a face. I should like to see the books which have been read to me, and which have revealed to me the deepest channels of human life and the human spirit. In the afternoon I should take a long walk in the woods and intoxicate my eyes on the beauties of the world of nature. That night, I should not be able to sleep. On the first day To _______________ having helped her and accompanied her; To _______________ which have opened her mind; To ______________ in the woods and ____________________________. 【答案】see the people ；see the books；take a long walk；appreciate the beauty of nature 原文：5. On my second day, I should like to see the pageant of man’s progress, and I should go to the museums. I should try to probe into the soul of man through his art. The things I knew through touch I should now see. The evening of my second day I should spend at a theater or at the movies. On the second day To ____________ of man’s civilization progress; To _________________ and spend the evening at _________ or at the _________. 【答案】see a pageant；go to the museums；theater ；movies 原文：6 The following morning, I should again greet the dawn, anxious to discover new delights, new revelations of beauty. Today I shall spend in the workaday world, amid the haunts of men going about the business of life. 7 At midnight permanent night would close in on me again. Only when darkness had again descended upon me should I realize how much I had left unseen. On the third day To _______________again, anxious to discover new delights, new revelations of beauty. To spend the third day in the ________________. 【答案】greet the dawn；workaday world Read the last paragraph and answer the questions Why did the author give a hint / tip to readers? Use your eyes as if tomorrow you would be stricken blind. And the same method can be applied to the other senses. Hear the music of voices, the song of a bird, the mighty strains of an orchestra, as if you would be stricken deaf tomorrow. Touch each object you want to touch as if tomorrow you tactile sense would fail... 3.Helen’s emotion and qualities. Use some adj. words to describe her. small self nature society big 【答案】 small self nature society big Love for herself & her friends Concern for human and history Care for lives of the world thankful/grateful, kind knowledgeable positive,friendly strong-willed,(意志坚定的) courageous（勇敢的）... 4.How does the writer express her emotions?And its function? 【答案】 By parallelism: a.段落排比（Parallel paragraphs）: On the first day, I should want to see... On my second day, I should like to see... The following morning, I should again... b.句子排比（Parallel sentences）： Use your eyes as if tomorrow... Hear the music of voices, ...as if tomorrow... Touch each object you want to touch as if tomorrow... creates a balanced flow of ideas.（句式平衡，工整。） be used as a tool for persuasion. Language Points 突然失明失聪 对……欣赏、感激 时常 特别地；尤其 值得关注 譬如 值得过 调查；探究 着手做 【答案】be stricken blind and deaf be appreciative of now and then in particular be worthy of note say for … (相当于for example) be worth living probe into go about 虚拟语气在 if 条件句中的用法 If 从句的谓语形式 主句的谓语形式 与现在事实 相反 did / were should / would / could / might + do 与过去事实 相反 had + done should / would / could / might + have done 与将来事实 可能相反 did / were should + do were to + do should / would / could / might + do ●分层阅读循序渐进，从表层结构到语言修辞再到深层主旨，落实阅读策略；小组合作降低精读难度，突破本课语言重点 28min Activity 4 Post-reading Give a talk about your opinion on the sentence from the passage. Read and discuss the meaning of the sentence and decide whether you agree or disagree with it. Organise your talk and make notes. Give your talk to the class. 【答案】 Point of view：It would be a blessing if each human being were stricken blind and deaf for a few days at some time during his early adult life, which sounds ridiculous but is true in fact. Arguments and examples：For one thing, we could value everything we used to take for granted. Second, we could experience the difficult situations the disabled persons have to experience every day. In turn you would be reeady to help people in diffiluty. For example, if you were blind and became a seeing person one day, can you imagine how wildly you were excited! It's natural for you to help blind people because you had the same empathy. Finally, we could raise our awareness to keep healthy. Some dieting and sleeping habits tend to lead to eye diseases or hearing problems, which we could overlook everyday. Conclusion：I think this is a ggod way to remind us to appreciste what we have now. ●实现阅读向口语迁移，训练逻辑思辨与口头表达，深化对文本哲理的理解 10min 应用实践 Activity 5 Writing Read the passage and answer the questions. 1 Why did the author go to the “dark restaurant” ? 【答案】Because the author wanted to understand the experience of being blind, thinking eating would be the most difficult activity. 2 What difficulties did the author have during the meal? 【答案】① The author knocked over glasses and dropped food. ② The author ate much more slowly, trying to guess what was being eaten. ③ Pouring water was very difficult. ④ After failing to pick up any food with a fork for five minutes, the author decided to use hands, but stuck one hand into a bowl of warm, thick soup. ⑤ Even using a spoon, most of the soup ended up on the author’s shirt. 3 How did the author feel after finishing the meal? 【答案】The author left the restaurant feeling hungry, though much more aware of the challenges that blind people face. Try to experience what it is like to have a disability and make notes. Now write a short passage to describe your experience. 【答案】One possible version: 　　Today in class, we played a game called “the blind traveller”, in which one has to walk through some barriers with their eyes blindfolded. It is through this experience that I started to realise how inconvenient life could be for a blind person. 　　Not being able to see where I was going, I kept going off the path and turning in the wrong direction. What’s more, without the ability to accurately locate the position of the barriers, I often fell over them, even though I was moving at an extremely slow speed. And a loss of balance increased the difficulty of this short journey. After falling over more than ten times, I finally reached my destination on hands and knees. 　　Without sight, I couldn’t even complete this short journey of no more than 15 metres smoothly, let alone overcome all the other various difficulties in daily life. I do realise that life must be much more challenging for the blind people. ●提供完整写作范例，拆解写作逻辑，降低输出难度，落实 “以读促写” 24min Activity 6 Summary ●整合本节课全部重难点，构建完整知识体系，强化记忆 2min Activity 7 Assessment ●落实过程性评价，快速掌握全班学情，反思课堂吸收效果 2min 迁移创新 作业内容 作业设计意图 2min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 1.Do temporary blindness help people cherish life? 要求：正反辩证，运用虚拟语气、排比、高级词汇 【答案】Some people believe being stricken blind for days can teach us to value our senses, and I partly agree. If we lose sight temporarily, we will probe into the beauty we once took for granted. We will be appreciative of every bright day, every smiling face. However, temporary experience cannot equal lifelong suffering of the blind. We should not wait for loss to learn gratitude. Instead, we ought to observe life carefully every day, listen to people around us, and feel every warm touch. Cherish what you own right now, before darkness comes. 2.对比中外残障励志人物精神内核，结合文本海伦的思想，谈谈当代青年如何践行 “珍惜拥有、心怀善意” 【答案】Helen Keller and Chinese disabled role models like Zhang Haidi share the same spirit: courage and gratitude. Deprived of sight and hearing, Helen still found joy in books and nature, reminding us life is worth living. Similarly, Zhang kept studying and helped rural patients despite physical pain. The text tells us to use senses cautiously as if they would disappear tomorrow. As teenagers, we should stop ignoring small happiness. We can go about our daily life with thankfulness, probe into the difficulties of disabled groups, and always be ready to offer warmth. Only in this way can we live an upward and meaningful life. ●分层适配不同水平学生 板书设计 选择性必修第一册 Unit 2 Onwards and upwards Period 3 Developing ideas Para1-3: Wish (If I were given 3 days to see) Para4-7: 3 Days’ Plan Day1: people & nature → love self & family Day2: museum & theatre → care human history Day3: ordinary life → cherish world Para8: Hint: value all senses 教学反思 优点：主题融合完整，读写闭环清晰。从情境共情→散文精读→口语思辨→范文仿写层层递进，真正实现输入带动输出，海伦励志故事自然融入德育，学生情感共鸣强烈 缺点：上台演讲展示名额有限，多数学生仅组内发言，公开表达锻炼机会不足 改进：增设随机抽号展示机制，每组抽取 1 名学生单独发言，扩大展示覆盖面；设计小组互评量表，从逻辑、词汇、修辞三方面互相打分 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $