外研版 (2019)选择性必修 第一册Unit 2 Onwards and upwards教案

这是一份外研版 (2019)选择性必修 第一册Unit 2 Onwards and upwards教案，共9页。教案主要包含了设计意图等内容，欢迎下载使用。
本课时包括 Develping ideas和 Presenting ideas两部分。
Develping ideas分为两部分：第一部分节选自美国作家海伦·凯勒的《假如给我三天光明》，介绍了失明的海伦·凯勒希望自己能够拥有三天的光明，她想用这三天的时间去观察世界，去看她想看的人和物。海伦·凯勒的故事本身就很励志，她用自己感受到的、想象到的情景，表达自己对求知的渴望和对人类的真挚热爱；第二部分Writing abut an experience通过陈述在黑暗中和朋友就餐，体验盲人生活中的挑战和不易，从而尊重、关爱那些需要关注的人群。
Presenting ideas部分以辩论赛的形式论述坚持和放弃。首先明确自己的观点，然后用充足的论据来支持自己的观点。
课时目标：
1.掌握本课时的重点单词 appreciative、wrthy、mere、cmpaninship、delight、revelatin、delightful、embarrassed以及短语 wrthy f、in particular、be applied t等和重要句型，并能熟练运用。
2.通过阅读，理解课文内容并叙述海伦·凯勒的愿望；理解并学会运用虚拟语气、倒装以及排比等修辞手法。
3.学会描述一段经历。
4.通过了解海伦·凯勒创造的奇迹，引导学生“在逆境中学会珍惜拥有的一切，在逆境中保持快乐”，面对挑战充满信心，以自己独特的方式和勇气拥抱未来。
重点难点:
重点：
1.掌握重点单词 appreciative，wrthy、mere、cmpaninship、delight、revelatin、delightful、embarrassed以及短语 wrthy f、in particular、be applied t的用法。
2.了解散文的写作方法和技巧，找出文章中的排比句，并根据课后要求描述一段经历。
3.通过学习文章，引导学生理解文章传递的信息：在逆境中我们需要保持乐观的态度和坚韧的精神，这样才能创造奇迹。
难点:
运用虚拟语气、倒装以及排比等修辞手法并根据课后要求描述一段经历。
教学准备：
教师准备：
1.做好该部分内容的PPT。
2.有关海伦·凯勒的更多介绍。
学生准备：
1.用简短的英语介绍海伦·凯勒。
2.上网查资料：《假如给我三天光明》的完整篇目，了解更多关于海伦·凯勒的故事。
教学过程：
Step I Leading in
Lk at the charts and answer the questins：
·Are the numbers different frm what yu expected? In what way？
·What special assistance can peple with disabilities make use f in their daily lives?
【设计意图】通过看图表回答问题，引发学生的思考，同时将话题自然带入对残疾人的关注，引导学生以不同的视角来关心、帮助残疾人。
Step Ⅱ Reading
1.Fast reading.
(1)Read the passage and find ut what the authr wuld d if she culd see.
(2) Match the paragraphs t their main ideas.
Para. 1 A. Making best use f eyes can get much pleasure.
Para. 2 B. What I will d with my gd eyes n the first day.
Para. 3 C. Darkness wuld make ne mre appreciative f sight; silence wuld teach ne the jys f sund.
Para. 4 D. What I will d with my gd eyes n the secnd day.
Para. 5 E. The authr ften tests what her seeing friends see.
Para. 6 F. a blind persn gives advice t nrmal peple.
Para. 7 G. What I will d with my gd eyes n the third day.
Para. 8 H. At midnight permanent night wuld clse in n me again.
【设计意图】通过快速阅读，引导学生提取段落关键信息，同时也能提高学生的概括、归纳能力。
2.Careful reading.
(1) Chse the best answers accrding t the passage.
①Why des the authr think that if each human being were stricken deaf and blind fr a few days, it wuld be a gd thing?
A. Peple are grateful fr what they have.
B. Peple’s suffering is gd fr adult life.
C. The authr hates nrmal peple very much.
D. The authr believes that darkness and silence educate peple well.
②What did the authr’s friend see in the wds?
A. The beauty f the wds.
B. a lt f interesting things.
C. Nthing special.
D. A lt f pleasure.
③What wuld the authr d n the first day?
A. She wuld see the kind peple arund her.
B. She wuld g t the museums.
C. She wuld write dwn everything she’s seeing.
D. She wuld spend in the wrkaday wrld.
④When wuld the authr realize that there wuld be still a lt nt t see?
A. On the secnd day’s mrning.
B. On the third day’s midnight.
C. On the night f the next day.
D. On the third day’s afternn.
（2）Language pints.
Master the wrds and phrases：
appreciative，wrthy，mere，cmpaninship，delight，revelatin，delightful，embarrassed，wrthy f，in particular，be applied t
【备注】词汇知识点讲解详见第二教案“新知探究”。
（3）Ask students t read the passage again and discuss what they have learnt frm it.
【设计意图】通过阅读文章，选择正确答案和说出自己从文中学到的东西，进一步理解文章内容。让学生说出自已的感受是一种更高级的语言表达形式，也是深层理解文章的过程。
3.Pst-reading
(1) D Activity 3 n Page 22.
Ask students t chse the authr’s purpse in writing the passage and give their reasns.
①T help readers understand what it is like t be blind.
②T make readers withut disabilities appreciate what they have.
③T persuade readers t care abut the blind.
【设计意图】写作意图题是透过文章内容，理清作者的真实意图。作者通过盲人对视力的渴望，劝诫人们珍惜拥有的一切。
（2）D Activity 4 n Page 22.
①Befre answering the questins，the teacher shuld explain the meaning f parallelism.
(2)Ask students t read the sentences frm the passage and answer the questins.
·What sentence structure is used repeatedly? What figure f speech is it?
·Hw des this technique help t express the authr’s emtins?
3 Ask students t make their wn sentences using parallelism.
【设计意图】排比句是散文中常见的修辞手法，其节奏性强，使感情表达更加强烈。通过该活动让学生理解排比句在英语中的运用以及表达的效果。
（3）D Activity 5 n Page 22.
Divide students int small grups.Ask them t give a talk abut their pinins n the sentence frm the passage.
【设计意图】通过分组讨论，鼓励学生积极表达自已的观点和看法，在锻炼口语表达能力的基础上，引导学生体验失聪失明的感受，从而更加珍惜拥有的一切.
Step Ⅲ Writing abut an experience
1. D Activity 6 n Page 23.
Ask students t read the passage and answer the fllwing questins：
·Why did the authr g t the“dark restaurant”?
·What difficulties did the authr have during the meal?
·Hw did the authr feel after finishing the meal?
2. D Activity 7 n Page 23.
(1) Ask students t try t experience what it is like t have a disability and make ntes.
(2) Ask students t write a shrt passage t describe their experiences.
3.D activity 8 n Page 23.
Wrk in pairs.Make imprvements t each ther’s passages and share them with the class.
【设计意图】该部分的练习设置由筒入繁，层层递进。先根据提出的问题，做出简要回答，让学生进一步掌握文章要点。然后记录要点，提纲挈领，让学生了解文章的主要框架并描述一段经历，最后进行分享。
Step IV Presenting ideas
1. Read the tw pints f view and explain their meanings in yur wn wrds.
2. Wrk in grups and decide which pinin yu agree with mre. Think f arguments t supprt yur pint f view and make ntes.
3. Prepare fr a debate. Cnsider the fllwing：
·the rles and respnsibilities fr each member f yur grup
·yur arguments, pening and summary
·the ppsing arguments yu might face and hw yu can respnd t them
·useful wrds, expressins and structures
4. Team up with a grup with the ppsite pint f view and hld the debate.
【设计意图】该部分通过讨论不同观点，引导学生找准论点，并运用平时积累的辩论常用的词汇和句式，学会言简意赅地表达自已的观点，可引证事例和名言，增强说服力。
Step V Hmewrk
Review the language pints learnt in class.
板书设计：
Suggested answers：
·（略）
·Peple with limited mbility prblems culd use wheelchairs，walking sticks，handrails…Peple wh have reduced visin culd use special pavements fr the blind，Braille signs…
…
Suggested answers：
On the first day, she wuld want t see the kind peple wh have helped her and accmpanied her thrugh life. Then she wuld like t see the bks which have pened her mind. In the afternn, she wuld take a lng walk in the wds and appreciate the beauty f nature.
On the secnd day, she wuld like t see a display f the prgress f civilisatin. She wuld g t the museums and spend the evening at a theater r at the mvies.
On the third day, she wuld again greet the dawn, anxius t discver new delights, new revelatins f beauty. She wuld spend the third day bserving peple in their day-t-day life.
Suggested answers：
Para.1—C；Para.2—E；Para.3—A；Para.4—B；
Para.5—D；Para.6—G；Para.7—H；Para.8—F.
Suggested answers：
①~④ACAB
Suggested answers：
②
Suggested answers：
·A similar structure is used repeatedly. Namely,“Use…as if…hear…as if…Tuch…as if…”. it is parallelism.
·The use f parallelism in speech r writing allws speakers r writers t maintain a cnsistency within their wrk and creates a balanced flw f ideas. Mrever， parallelism can be used as a tl fr persuasin.
Suggested answers：
（略）
Suggested answers：
·Because the authr wanted t understand the experience f being blind, thinking eating wuld be the mst difficult activity.
·a. The authr kncked ver glasses and drpped fd.
b. The authr ate much mre slwly, trying t guess what was being eaten.
c. Puring water was very difficult.
d. After failing t pick up any fd with a frk fr five minutes, the authr decided t use hands, but stuck ne hand int a bwl f warm, thick sup.
e. Even using a spn, mst f the sup ended up n the authr’s shirt.
·The authr left the restaurant feeling hungry,thugh much mre aware f the challenges that blind peple face.
①What kind f experience yu had
___________________________________________________________________
②What the mst difficult thing was and why
___________________________________________________________________
③Hw yu vercame the difficulty
___________________________________________________________________
④What yu have learnt.
___________________________________________________________________
Pint f view：_____________________________________
Arguments：_______________________________________
Supprting examples：_______________________________
__________________________________________________
Unit2 Onwards and upwards
Perid Ⅲ Develping ideas & Presenting ideas
I. Leading in
Lk at the charts and answer the questins.
Ⅱ. Reading
1. Fast reading.
2. Careful reading.
(1) Chse the best answers accrding t the passage.
(2) Language pints.
(3) Read the passage again and discuss what they have learnt frm it.
3. Pst-reading.
Ⅲ. Writing abut a cmedian
1. D Activity 6 n Page 23.
2. D Activity 7 n Page 23.
3. D Activity 8 n Page 23.
IV Presenting ideas
V. Hmewrk