外研版 (2019)必修 第三册Unit 2 Making a difference教案设计

这是一份外研版 (2019)必修 第三册Unit 2 Making a difference教案设计，共7页。

Understanding ideas板块教学设计
（建议时长50分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与自我——做人与做事
内容分析
Understanding idea部分共设计了5个学习活动，其中包括Think and share板块。
本板块呈现一篇描述普通人做公益事业的新闻特写，语篇类型为人物介绍，介绍介绍了一位名为Ryan的加拿大人从孩童时期起，坚持帮助非洲缺水地方的儿童解决饮水问题的事迹，有利于引导青少年学生勇于承担社会责任，从事公益事业和志愿服务积极帮助他人。
该语篇以时间线索展开，通过第一段“问题的提出”，第二段到第五段“问题的解决”和第六段“解决问题的意义”逐层推进。特别是第二段到第五段，一波三折，很好地体现了Ryan从事公益事业的三个阶段，即wrk hard alne t reach his first target f $70到ask fr help frm his classmates and neighburs t raise $2000 with the help f his mther’s friend到set up a fundatin t encurage mre peple t help，体现了Ryan坚定地从事志愿活动，为实现自己的梦想持之以恒的努力。活动1是看图并谈论非洲国家淡水资源匮乏的问题，通过勾选为非洲提供淡水的举措，启动学生思考如何帮助非洲部分区域解决淡水问题，引导学生进入对于阅读语篇主题意义的探究。活动2是通过阅读理解课文的主要事实。活动3是通过阅读准确理解课文标题意义，要求学生对于自己的理解进行合理解释。活动4提供了四幅图片勾勒出Ryan从事公益事业的起因及经历，并通过补全句子帮助学生梳理记叙文的六要素，特别是事件的起因、经过和结果，有助于学生熟悉记叙文的语篇结构。
Think and Share部分共有两个问题，聚焦高阶思维，有利于学生进行评价，引导学生通过阐释原因，发展逻辑思维，并且通过引导学生思考自己如何帮助有需要的人，培养学生从事公益事业的意识。
教学目标
1. 通过完成教材14页到16页活动1、2和3，理解并能说出Ryan为解决非洲缺水问题所作的主要努力, 并能正确理解并说出标题的意义。
2. 通过完成教材16页活动4，能够复述课文的主要事实，并能结合记叙文六要素梳理Ryan参与公益事业的起因和过程；能够理解Ryan从最初的 “Why dn’t I help”到 “Hw can I help tday?”的变化；能够归纳出Ryan实现梦想的原因，并能够对于Ryan在参与公益事业和实现梦想过程中的不同阶段进行恰当评价。
3. 通过完成教材16页Think and Share，能够对Ryan进行整体评价，并能够深入思考自己如何帮助他人，初步形成积极参与公益事业的意识。
教学重点
通过阅读，获取Ryan从孩提时期到成年从事公益事业全过程的事实性信息，并能归纳概括Ryan从事公益事业的原因，理解Ryan从最初的“Why dn’t I help”到“Hw can I help tday?”的变化，归纳出Ryan实现梦想的原因，并能深入理解标题的意义，掌握记叙文六要素和语篇结构。
教学难点
理解Ryan从最初的“Why dn’t I help”到“Hw can I help tday?”的变化。
教学策略
PWP阅读教学模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks the fllwing questin：
1. In the wrld, hw much fresh water is there fr each persn t use every year n average?
T helps Ss t answer the questin by guiding them t read the map.
T asks mre questins:
2. What des dark yellw mean？
2. What des light yellw means？
T asks the fllwing questin t mtivate Ss t think deeply.
3. What can we d t help slve the water prblems?
T encurages Ss t tick the slutins that they think are mst effective t supply Africa with fresh water.
Viewing
Ss answer T’s questin:
Ss can answer the questin with the help f the map in A1.
Ss lk at the map again and answer T’s questins.
Ss are guided t realize that sme parts f Africa are facing water prblems.
Ss are mtivated t think by the fllwing questin:
What can we d t help slve the water prblems?
Ss tick the slutins.
Ss are mtivated t think abut the water prblem.
Ss are expected t enhance the ability t read paragraphs.
Ss are expected t realize that sme cuntries in Africa are badly in need f water.
Ss are encuraged t think abut hw t help slve the prblem f water shrtage in Africa.
Activity 2
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.
T may help Ss t find ut what Ryan did by the fllwing structure:
Ryan helps slve the prblem by...
At first…
Later…
While Ss are reading, T put dwn the title n the blackbard.
T may guide Ss t understand what Ryan did quickly by reading the title.
First-reading
Ss read the text t 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.
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.
Activity 3
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?
3. Let’s read again and find them ut.
After reading, 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.
T asks mre questins t help Ss t think deeply.
Secnd-reading
Ss read the title and think deeply by thinking abut 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?
Ss read the text again with T’s guidance “Let’s read again and find them ut.”
Ss discuss their difficulties.
Ss answer the fllwing questins in the prcess f reading each paragraph:
What questins did Ryan ask when he knew peple in Africa culdn’t get enugh clean water?
Which adjective wuld yu like t use t describe Ryan? Why?
Why culdn’t $70 d much help?
Which adjective wuld yu like t use t describe Ryan’s feeling when he learned that his seventy dllars was nt enugh?
Hw did Ryan raise enugh mney?
Which adjective des the writer use t describe Ryan? D yu agree?
What did Ryan see in Uganda and hw did he feel?
Hw did Ryan encurage mre peple t help? And what is the result?
What questin des Ryan ask tday? And what des it mean?
What quality helps Ryan realize his dream?
Ss are expected t fully understand the text.
Ss are expected t realize that the key t realizing ne’s dream is perseverance.
Activity 4
T asks Ss t cmplete the sentences and retell Ryan’s stry with the help f the sentences in A4.
T helps Ss summarize the six elements f a narrative and the structure f the text.
Retell
Ss retell Ryan’s stry with the help f A4.
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.
Think & Share
T asks Ss t discuss the tw questins.
Discussin
Ss discuss the tw questins f this part.
Ss are expected t develp their thinking capacity and realize that helping thers is admired.