高中英语 选必B1U 第4课时-Developing ideas教学设计

1、Book 1 Unit 2 Onwards and upwards教学设计单元主题本单元的主题语境是“人与自我”，涉及的主题语境内容是勇往直前、永不放弃的精神。本单元介绍了不同领域的杰出人物如Stephen Hawking、Nelson Mandela、徐悲鸿、J.K. Rowling、J.D. Salinger、Bront 姐妹及Helen Keller 等，讲述他们在人生中遭遇的各种困难，以及他们是如何面对困境、迎接挑战并最终取得成功的，旨在引导学生学习他们的精神，培养面对挫折不轻言放弃的毅力和品质，并通过与他们的对比，学会感恩，懂得珍惜自己拥有的，树立积极正确的人生态度。单元目标学生能够

2、围绕本单元的主题语境内容，基于单元提供的诗歌、对话、日记、图表、散文等多模态语篇，综合运用各种语言技能，读懂本单元介绍人生经历、人物品质及人生态度的相关话题，听懂并谈论日常生活中对他人的遭遇表达关切与安慰的相关话题，恰当使用所学词汇与表达描述和介绍人物生平，讲述人物故事及自身经历，了解中外优秀人物的精神品质，学会做人做事，深化对单元主题意义的理解；能够运用单元所学知识，通过比较、分析并联系自身实际，有逻辑地与他人分享亲身经历，实现知识和思维能力的拓展与迁移；能够多维度地看待事物，将困境看作是新的机遇和挑战，树立“勇往直前，永不放弃”的人生态度；能够通过运用各种学习策略，在自主、合作与探究式学习

3、的过程中，结合单元提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，激发学习英语的兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Period 4: Developing ideas教学设计课型Reading + Speaking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

4、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：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；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；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。

5、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. 培养学生有效表达自己对某种观点的看法和态度。教学难点1. 引导学生进行有效陈述自己的观点；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 1Teacher asks students to recall people around who are living with a disability. Teacher guides

6、 students to look at the charts and answer questions.Teacher asks students to share some stories about people with disabilities.Students recall some people around who are living with a disability.Students look at the charts and answer questions.Students share stories about people with disabilities.T

7、o activate students theme-related background knowledge.Activity 2Teacher shows a picture of Helen Keller to let students to guess who she is. Teacher introduces some basic information of Helen Keller. Teacher asks students whether they have read any essays or books by Helen Keller.Students guess the

8、 name of the person on the picture.Students learn some basic information of Helen Keller.3. Students answer whether they have read any essays or books by Helen Keller.To interest students to read the passage from the excerpts of “Three Days to See”.Activity 3Teacher asks students to read the passage

9、 and pay attention to the first and the last paragraph, and first sentence of each paragraph.Teacher asks students to divide the passage into several parts and draw a mind map if possible.Teacher guides students to conclude the main idea of each part.Students read the passage and pay attention to th

10、e first and the last paragraph and first sentence of each paragraph.Students divide the passage into several parts and draw a mind map if possible.Students conclude the main idea of each part.To examine how much students have grasped the detailed information, and cultivate students analyzing abiliti

11、es.Read & ThinkTeacher asks students to read the last paragraph and pay attention to “Learning to learn”.Teacher guides students to discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. 1. Students read the last paragraph and find the similar sentence patt

12、ern “Use. as if.; Hear. as if.; Touch. as if.”. 2. Students learn the figure of speech “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 4Teacher asks students to read the last paragraph again and

13、 figure out what the authors hint is to those who see .Students read the last paragraph again Read the last paragraph and figure out what the authors hint is to those who see is try to make the most use of the senses: see, hear, tactile sense, smell, taste. To inspire students to think and cultivate

14、 students ability to think creatively.Activity 5Teacher asks students to choose the authors purpose in writing the passage and give reasons.Students choose the authors purpose in writing the passage and give reasons.To encourage students to figure out the authors purpose in writing the passage.Activity 6Teacher asks students to read the sentence from the passage and talk about their opinions in groups.Teacher guides students to state their opinion based on “Point of view”, “Arguments” and “Supporting examples”.Students read