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5页。
课题Unit 2 Making a difference（Developing ideas）2课时教材版本2019外研版   必修三备课组教师 主备人 审核人 教学目标1. Guide students to get main information of the biography by skimming and scanning. 2. Guide students to further understand the text and think about Winton’s personal qualities, which is intended to help students comment on people’s moral values as well as develop a sense of social responsibility. 3. Lead student to master how to write a short biography with the writing help. 教学重点1. Help students master the reading skills of biographies to understand the text better. 2. Lead students to think about personal qualities and talk about what you can learn from him.  教学难点3. Lead student to master how to write a short biography according to the writing help. 教学方法 Task-based teaching method, communicative approach and cooperation-study method 学情分析及学习方法 In this lesson, I will mainly use Task-based teaching method, communicative approach and cooperation-study method to guide Ss to use effective reading strategies to comprehend the text, solve difficulties and complete different tasks.素养水平Level 2 of language ability; level 3 of learning ability and cultural awareness   信息技术应用PPT, application of video and pictures, and other information techniques教学过程环节教学活动学生活动设计意图素养提升点问题情境导入1.  T draws Ss’ attention to the title, and asks whether they know who Schindler is.2. T introduces Activity 1 and asks Ss to predict what Winton might have done based on the word cloud, the two pictures, and the title. 3. T collects ans1. Ss share what they know about Schindler.2. Ss predict what the man might have done as required. 3. Ss share answers in pairs and then in class.To activate Ss’ background knowledge and stimulate Ss to explore more through predicting.language ability  thinking quality教学过程Step 1: 1. T asks Ss to read the biography and check the predications.2. T guides Ss to summarize the main idea of the text with one sentence.3. T invites one student to read out “learning to learn”, and then ask Ss to answer: what is a biography? How are most biographies organized?   Step 2:1. T asks Ss to read the text carefully and match the events to the years in which they happened (If Activity 3 is not challenging enough, T can also ask Ss to draw a timeline to note down the key events in Winton’s life. 2. While checking answer, T draws a timeline on the blackboard with key words.3. T guides Ss to retell Winton’s life story according to the timeline. Step 3:1. T asks Ss to discuss the first three questions in groups. 2. T invites Ss to voice their opinions on the first question. (T can also provide background information if necessary.)3. T continues to ask why this parting scene at Prague’s Wilson Station is described in Paragraph 1.4. When collecting answers to the third question, T provides more vocabulary to enrich Ss’ expressions. 5. T asks Ss the last question, if Ss don’t know any, T provides information of He Fengshan, and asks Ss to search more information of this kind and think about why people around the world risked their lives to help and contribute during WWII.Step 4:1. T groups Ss and asks them to complete the table.2. T explains how Ss should organize their talk by following the second step.3. T asks Ss to plan their talk in groups.4. T invites Ss to share their talk in class. 1. Ss read the text and check their predictions.2. Ss use one sentence to summarize the main idea of the text. 3. Ss read “learning to learn” and answer two questions from the T.  1. Ss read the text and check their predictions.2. Ss use one sentence to summarize the main idea of the text. 3. Ss read “learning to learn” and answer two questions from the T.  1. Ss read the text again and finish Activity 3.2. Ss share answers in class.3. Ss retell Winton’s life story according to the timeline.             1. Ss discuss the first three questions in groups.2. Ss voice their opinions on the 3 questions. 3. Ss listen carefully to the response from T and other Ss and think actively to give prompt response. 4. Ss listen to the story of He Fengshan and think why people around the world would like to risk their lives to help the refugees during WWII.To train Ss’ ability of summarizing the main idea.        To help Ss understand the style and key elements of biographies which will be applied to their writing task.           To guide Ss to understand how this biography is organized by sorting out the main events.  To guide Ss to have an in-depth understanding of the text from multiple perspectives.              To help Ss to put forward their own point of view through analyzing the text, discussing and sharing information as well as judging the text.  To consolidate and integrate the language and content learnt.   learning ability  language ability         critical thinking culture awareness        thinking quality culture awareness                learning ability  language ability         小结Help Ss summarize what they have learnt in this class.板书设计Unit 2  Making a difference (Developing ideas)   Words and expressions:make a donation          6. persevere in doing break into a smile         7. in realitybe founded on            8. be generous with sth.establish a foundation      9.hesitate about/ over sth.insight into              10. assist sb. with sth