英語必修 第三冊Unit 2 Making a difference教學設(shè)計及反思

這是一份英語必修 第三冊Unit 2 Making a difference教學設(shè)計及反思，共7頁。
課時名稱
Bk 3 Unit 2 Understanding ideas
主題語境
人與自我—做人做事—公民義務與社會責任
語篇類型
Persnal stry/Bigraphy
授課時長
一個課時（40分鐘）
教學分析
教學內(nèi)容分析及信息結(jié)構(gòu)圖
This is the sixth unit f New Standard English Bk 3 (by FLTRP) ---Making a difference. The thematic cntext f this unit is “Man and sciety”. The well that changed the wrld is the reading part f the unit. It intrduces a Canadian called Ryan wh has been helping children in African cuntries with water shrtage since childhd. It is a news feature, f which general characters are fcused, detailed, infectius and descriptive. The illustratins shw the picture f Ryan and an African child as well as a map abut water shrtage, leading students t understand the meaning f helping thers. Thrugh reading, students will bear scial respnsibilities and actively help thers in vluntary services.
學情分析
The target student are Senir 1 students with a higher level f language prficiency.
Language ability
Students have learned sme English news features, s they can summarize the basic characteristics f summary.
Thinking capacity
Students can analyze and evaluate infrmatin gathered frm the material, but they tend t judge n the superficial infrmatin withut further cntemplatin and they are nt capable t intake and rerganize the infrmatin by themselves. They need a further push n the habit f inquiry, rganizatin, analysis, critical thinking and reflectin.
Learning ability
As fr reading strategy, mst f students can grasp meaning f the passage by means f skimming and are basically capable f finding basic infrmatin by scanning with teacher’s guidance. But the ability t summarize and rerganize the passage shuld be further develped.Mst f students tend t learn frm the ready-made materials. Seldm d they ever try t gather infrmatin frm varius surces r make use f learning tls (e.g. mind maps) t facilitate their learning.
Cultural awareness
Students have the experiences f helping thers and getting help frm thers and have the awareness f “actively helping thers”.
課時教學目標
By the end f the class, students will be able t:
(1)Identify the structure f the text;
(2)Summarize the cause and prcess f Ryan’s participatin in public welfare undertakings;
(3)Analyze the reasns why Ryan can realize his dream;
(4)Evaluate the different stages in the prcess f realizing Ryan’s dream.
教學重點、難點
Learning Key Pints:
(1)Summarize the cause and prcess f Ryan’s participatin in public welfare undertakings;
(2)Analyze the reasns why Ryan can realize his dream.
?Learning Difficult Pint:
(1)Evaluate the different stages in the prcess f realizing Ryan’s dream.
教學策略
認知驅(qū)動；PWP閱讀教學模式
教學手段
PPT; Multimedia
Teaching Prcedure
Nte: T(老師), Ss(學生), Iw(個人活動), Pw(同桌互動), Gw(小組集體活動), Cw(班級體活動)
Teaching Steps
Activity Level
Teacher’s Activity
Students’ Activity
Assessment
Step 1
Cw
A vide clip is shwn t Ss fr them t answer the fllwing questins：
(1) Hw much d yu knw abut Charity Day in China?
(2) Hw much d yu knw abut Put It Frward Day?
(3) What kinds f gd deeds are shwn in the vide?
(4) What idea des the vide cnvey?
Ss are encuraged t answer the questins and play the vide clip again if necessary.
T helps Ss t check their answers.
Ss watch the vide clip and answer the questins.
Ss watch the vide clip again and check their answers with the help f T.
Ss are expected t include the fllwing key pints:
(1). Charity Day in China was first celebrated n 5 September 2016. The day is celebrated t help care abut thers and be ready t help.
(2). Put It Frward Day is similar t Charity Day in China and is ppular in the West and abut ding ne r tw gd deeds n the day.
Ss are led int the theme f the unit--caring abut thers and being ready t help are traditinal Chinese mral virtues.
Ss are mtivated t think abut the meaning f helping thers.
設(shè)計意圖
Guide students t understand the vide, and thrugh lking at pictures and reading famus qutes, activate the existing language and backgrund knwledge, stimulate the interest in the tpic, understand the cmmn pints f Chinese and freign cultures advcating helping thers and valuing public welfare activities, and trigger students t think abut the tpic f "helping thers".
Step 2
Iw/Gw
1. Befre class, Ss gather infrmatin abut the three peple and share it in class.
2. T asks Ss t read their qutatins and encurages them t talk abut the fllwing pints:
(1). The cntributin they made t sciety.
(2). The qualities Ss admire in each f them.
(3). Other peple wh have similar qualities.
1. Ss reprt in class what they have learned abut the three peple briefly.
2. Ss are encuraged t talk abut the pints.
(1). Bai Fangli was ld, but he wrked hard t make mney fr pr students t g t schl.
Flrence Nightingale tried her best t help the sick althugh the sick may be very dirty.
Red Adair tried his best t save peple by putting ut dangerus il well fires.
(2). Ss use prper wrds that describe persnal qualities:
warm-hearted, hardwrking, selfless, kind, curageus, determined and s n.
1. Ss are expected t g ver the wrds which describe persnal qualities.
2. Ss are expected t make use f their vcabulary abut persnal qualities.
設(shè)計意圖
This part encurages students t preview the gd habit befre class, and cultivates students' awareness f independent learning. After cmpleting the research n these characters befre class, and learning mre abut the backgrund knwledge f Fang Li Bai, Flrence Nightingale and Red Adair, students independently summarize the cntributins f each character. Guide students t think and give ther characters with similar qualities, which is cnducive t expanding students' thinking and imprving students' thinking quality.
Step 3
Iw/Cw
1. T asks the fllwing questins：
(1). In the wrld, hw much fresh water is there fr each persn t use every year n average?
2. What des dark yellw mean？
3. What des light yellw means？
4. What can we d t help slve the water prblems?
2. T encurages Ss t tick the slutins that they think are mst effective t supply Africa with fresh water.
1. Ss think and answer T’s questins and are mtivated t think f the fllwing questin:
What can we d t help slve the water prblems?
2. Ss tick the slutins t supply Africa with fresh water.
1. Ss are mtivated t think abut the water prblem and realize that sme cuntries in Africa are badly in need f water.
2. Ss are encuraged t think abut hw t help slve the prblem f water shrtage in Africa.
設(shè)計意圖
By guiding students t understand the backgrund knwledge by lking at the pictures, t cnduct preliminary thinking n the prblem f the shrtage f fresh water resurces, t learn and master the language knwledge related t the tpic, and t guide students t cnnect with life and express their wn pinins and views based n the cntent f the article.
Step 4
Iw
1. T asks Ss t read the text and answer the fllwing questin:
A six-year-ld Canadian schlby named Ryan tries t help slve the prblem f water shrtage in Africa. Let’s read the passage and find ut what he did.
2. T may help Ss t find ut what Ryan did by the fllwing structure:
Ryan helps slve the prblem by...
At first…
Later…
3. T may guide Ss t understand what Ryan did quickly by reading the title.
1. Ss read the text t answer the T’s questin：
2. Ss are expected t cver the fllwing key pints with the help f the structure given by T:
Ryan help slve the prblem by building wells.
At first, he planned t earn mney t build a well. Althugh building a well needed a lt f mney, he raised enugh mney t build a well with determinatin.
Later, he set up a fundatin t encurage mre peple t help.
Ss are expected t get the main idea f the text. Getting t knw the main idea f the passage plays an imprtant part in knwing the passage as a whle.
設(shè)計意圖
The teacher let the students brwse the questins independently, let the students read and understand the text with tasks, enable the students t grasp the ability t quickly btain infrmatin, guide the students t understand the theme f the article, intrduce the text study, and pave the way and warm up fr the next reading.
Step 5
Iw/Gw
1. T asks Ss t read the title and asks them t answer the fllwing questins:
(1). Is it easy fr a six-year-ld by t build a well?
(2). Hw did Ryan build the well and hw did the well changed the wrld?
2. T encurages Ss t discuss their difficulties that arise in the prcess f reading each paragraph and helps them understand the meaning f the each paragraph.
3. T asks mre questins t help Ss t think deeply.
1. Ss read the title and think deeply by thinking abut the T’s questins:
1. Is it easy fr a six-year-ld by t build a well?
2. Hw did Ryan build the well and hw did the well changed the wrld?
3. Ss read the text again with T’s guidance and Ss discuss their difficulties and answer the fllwing questins in the prcess f reading each paragraph:
(1). What questins did Ryan ask when he knew peple in Africa culd nt get enugh clean water?
(2). Why culd $70 nt d much help?
(3). Hw did Ryan raise enugh mney?
(4). What did Ryan see in Uganda and hw did he feel?
(5). Hw did Ryan encurage mre peple t help?
(6). What questin des Ryan ask tday? And what des it mean?
1. Ss are expected t fully understand the text.
2. Ss are expected t realize that the key t realizing ne’s dream is perseverance.
設(shè)計意圖
Teachers can use this activity t test students' further understanding f the title and main idea f the text after the first reading, and use questins t rganize students' discussin, stimulate students' thinking quality, and let students understand and learn the authr's helpful quality in the article.
Step 6
Iw
1. T asks Ss t cmplete the sentences and retell Ryan’s stry.
2. T helps Ss summarize the six elements f a narrative and the structure f the text.
1.Ss retell Ryan’s stry.
2. Ss summarize the six elements f a narrative and the structure f the text with the help f T.
Ss are expected t be clear abut the structure f the text and be aware f the six elements and the structure f a narrative.
設(shè)計意圖
Let students further cmb and master the structure f the article, master the "six elements" f the article writing, guide students t pay attentin t the develpment f the stry and the relevant language, and use the relevant language t repeat the utline f the article, further review and deepen the understanding f the article.
Step 7
Pw
Think & Share: T asks Ss t discuss the tw questins in the bk.
Ss discuss the tw questins f this part in the bk.
Ss are expected t develp their thinking capacity and realize that helping thers is admired.
設(shè)計意圖
Students are encuraged t cnnect with their wn reality while deeply understanding the tpic f the article, further cultivate their willingness t care fr and help thers, and guide them t take active actins frm the reality t lay the grundwrk fr the subsequent tasks f this unit.
板書設(shè)計
Water prblems:
1. Ryan’s slutins t the water prblem.
2. Vcabulary and retelling.
3. The qualities f Ryan.