1、2019外研版选择性必修一 Unit 2 Developing ideas板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Writing主题语境人与自然勇往直前、永不放弃内容分析本板块的课文的语篇类型是散文，节选自Helen Keller的假如给我三天光明。课文介绍了失明的Helen Keller 希望自己能拥有三天的光明，她想用这三天的时间去观察世界，去看她想看的人和物。读写部分的范文讲述了作者在漆黑的餐厅模拟盲人用餐的一次经历，引导学生通过学习范文，理解并体会残障人士遇到的挫折与磨难，培养学生的共情能力，同时帮助学生学会描述经历。本板块
2、旨在启迪学生珍惜自己拥有的一切，培养学生坚强乐观的人生态度，进一步提高学生的语言能力和思维品质。教学目标在本板块学习结束时，学生能够：1. 了解文章并清晰叙述Hellen Keler三天的愿望，同时能够理解并运用虚拟、倒装等句式以及排比等修辞手法；2. 在理解的基础上，感悟文章主题，从而加深对单元主题意义的认识，形成面对困境中不妥协、面对失败不放弃的积极人生态度；3. 描述体验残障人士生活时遇到困难的过程和感受，从而学会感恩，更加珍惜自己拥有的美好生活，树立正确的人生态度。教学重点1. 引导学生通过阅读来把握和概括段落大意和推测作者的写作意图；2. 培养学生描写自身与他人经历的写作能力。教学难
3、点1. 引导学生进行经历描写；2. 引导学生树立不怕挫折，勇敢面对挑战，永不放弃的人生态度。教学策略P-W-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to review the video of starting out section and encourages students to describe the life of Hawking and his spirit of scientific explorati
4、on. 2. Teacher guides students to look at the charts and answer Question 1.3. Teacher asks some students to answer the first question.4. Teacher divides the class into groups and asks them to discuss Question 2 and answer it. 5. Teacher asks some students to share their answers with the class,
5、 and asks other students to make supplements. Teacher makes comments.1. Students describe the life of Hawking and his spirit of scientific exploration.2. Students look at the charts and answer Question 1.3. Students check their answers with the class.4. Students discuss Question 2 and answer
6、it.5. Some students share answers and other students make supplements.To activate students theme-related background knowledge.Activity 21. Teacher asks students to share what theyve previewed in groups. 2. Teacher asks the representative of each group to share the information of the life and achieve
7、ment of Helen Keller. 3. Teacher asks students to read the text with the task in Activity 2.4. Teacher invites some students to present their answers and other students to make supplements.1. Students share their preview results in groups.2. Students share the information of the life and achievement
8、 of Helen Keller.3. Students read the text with the task in Activity 2.4. Students present their answers and other students make supplements.To train students to read a passage with tasks and find out the key information.Activity 31. Teacher asks students to read the passage individually and pay att
9、ention to the first and the last paragraph.2. Teacher asks students to choose the authors purpose in writing the passage and give reasons.3. Teacher invites some students to share their answers with the class. Teacher makes comments.1. Students read the passage individually and pay attention to the
10、first and the last paragraph.2. Students choose the authors purpose in writing the passage and give reasons.3. Some students share their answers with the class.To encourage students to figure out the authors purpose in writing the passage.Think & Share1. Teacher asks students to work in groups t
11、o discuss the four questions.2. Teacher asks students to answer the questions and other students to make supplements or free discussion.1. Students work in groups to discuss the four questions. 2. Some students answer the questions and other students make supplements or free discussion. 1. To help s
12、tudents further explore the topic.2. To improve students critical thinking ability.3. To help students apply what theyve learnt in a real-life context.Activity 41. Teacher asks students to work in groups and understand the sentences from the passage.2. Teacher asks students to discuss the two questi
13、ons and pay attention to “Learning to learn” before they do the activity.3. Teacher guides students to discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. 1. Students work in groups and understand the sentences from the passage.2. Students discuss the tw
14、o questions and pay attention to “Learning to learn” before they do the activity.3. Students discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. To have students appreciate a text from the rhetorical point of view.Activity 51. Teacher asks students to re
15、ad the sentence from the passage and talk about their opinions in groups.2. Teacher divides the class into new groups according to the different opinions, and asks students to discuss and make notes. 3. Teacher asks some groups to share their opinions with the class.4. Teacher asks students to think
16、 about their performance during group discussion.1. Students read the sentence from the passage and talk about their opinions in groups.2. Students discuss in new groups and make note. 3. Some groups share their opinions with the class.4. Students think about their performance during group discussio
17、n.1. To improve students speaking skills.2. To inspire students to think and cultivate students ability to think creatively.Activity 61. Teacher shows the pictures of Hawking, Beethoven , Zhang Haidi and Zhou Zhou and asks students to imagine the difficulties they might meet in their life. 2.
18、Teacher asks students to read the passage and answer the questions in the book.3. Teacher asks some students to answer the questions and other students to check the answers.4. Teacher asks students to work in groups and discuss what elements should be included in describing an experience.5. Teacher
19、asks students to report their outcome of the discussion, and make a summary with the teachers help.1. Students imagine the difficulties Hawking, Beethoven, Zhang Haidi and Zhou Zhou might meet in their life.2. Students read the passage and answer the questions in the book.3. Some students answer the
20、 questions and other students check the answers.4. Students work in groups and discuss what elements should be included in describing an experience.5. Some students report their outcome of the discussion, and make a summary with the teachers help.To teach students how to analyse a passage, train the
21、ir ability to summarise and prepare for the following writing activity.Activities 7-81. Teacher designs a scene and asks students to experience the lives of the disabled through role-playing.2. Teacher asks students to interview the students who played and make notes.3. Teacher asks students to writ
22、e a short passage according to the interview or their own experiences.4. Teacher asks students to share their passage and others to make comments.1. Students make a role-play to experience the lives of the disabled.2. Students interview the students who played and make notes.3. Students write a short passage according to the interview or their own experiences.4. Some students share their passages with the class and others make comments.To provide opportunities for students to present their writing and do evaluation.
