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新外研版高中英语必修3 Book 3 Unit 2
课时教学设计
课时名称 Book 3 Unit 2 Starting out and Understanding ideas
主题语境 人与自我—做人做事—公民义务与社会责任
语篇类型 Personal story/Biography
授课时长 一个课时（40分钟）
教学分析
教学内容分析及信息结构图 Starting out板块旨在帮助学生初步了解中外的助人主题日及对社会有突出贡献的人物，激发学生的学习兴趣，激活学生与单元主题意义相关的语言知识和文化知识，为开展整个单元的学习活动进行铺垫和预热。活动1是一段介绍中华慈善日和国外Pay It Forward Day的视频，引导学生认识中外文化都倡导助人为乐和参与公益活动。活动2要求学生看图片中的人物，阅读他们的名言，了解他们为社会做出的贡献，最终形成对优秀品行的认同并学会相关表达。 Understanding ideas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，介绍了一位名为Ryan的加拿大男孩从事公益事业和志愿服务的过程，描写了他的个人成长，引发学生思考个人成长的社会意义。读前的导入活动通过地图形式呈现了非洲国家淡水资源匮乏的问题，激活学生既有的背景知识，并引导学生思考如何解决这一问题。读中活动考查学生带着具体任务完成阅读和定位信息的能力。读后活动则通过分析文章标题、梳理故事线、细节理解以及开放性问答等，启发学生深入思考，运用所学知识创造性地探究单元主题意义。
学情分析 优秀品行与社会责任感是新时代培养德智体美劳全面发展的学生必备的条件之一。老师要注意引导学生深入了解国内处普通人乐于助人，与人为善的高尚品格和善行的力量，了解志愿者服务的情况，并最终形成积极参与志愿服务活动的态度。学生已经对单元主题意义相关的语言知识和文化知识有一定的积累，同时，学生对助人为乐，与人为善，积极参与志愿者活动是充满渴望，学生也渴望用这样的积累把自己所学的表达出来并付诸于实践，这为开展整个单元的学习活动能进行有效的铺垫和热身。
课时教学目标 1. 通过完成教材活动1，学生能够说出有关我国Charity Day和西方Put It Forward Day的基本情况，并能够认识到“Donating money is not the only way to help others.”和“One small act can make a big difference.” 2. 通过完成教材活动2，学生能够通过阅读图片中人物的quotation，说出其所做的贡献，运用恰当的词汇描述人物品质，并能联系所学知识举出更多的人物事例，以加深对描述人物品质的词汇的理解。 3. 通过完成教材活动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。 4. 通过完成教材活动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 don’t I help”到 “How can I help today ”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。 5. 通过完成教材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、难点 1. 学生了解并能说出我国Charity Day和西方Put It Forward Day的基本情况，能够认识到“Donating money is not the only way to help others.”和“One small act can make a big difference.”。 2. 学生能够运用恰当的词汇描述人物品质，并能联系所学知识举出更多的人物事例。 3. 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 don’t I help”到“How can I help today ”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。
教学策略 认知驱动；PWP阅读教学模式
教学手段 PPT; Multimedia
Teaching Procedure Note: T(老师), Ss(学生), Iw(个人活动), Pw(同桌互动), Gw(小组集体活动), Cw(班级体活动)
Teaching Steps Activity Level Teacher’s Activity Students’ Activity Assessment
Step 1 Cw A video clip is shown to Ss for them to answer the following questions： (1) How much do you know about Charity Day in China (2) How much do you know about Put It Forward Day (3) What kinds of good deeds are shown in the video (4) What idea does the video convey Ss are encouraged to answer the questions and play the video clip again if necessary. T helps Ss to check their answers. Ss watch the video clip and answer the questions. Ss watch the video clip again and check their answers with the help of T. Ss are expected to include the following key points: (1). Charity Day in China was first celebrated on 5 September 2016. The day is celebrated to help care about others and be ready to help. (2). Put It Forward Day is similar to Charity Day in China and is popular in the West and about doing one or two good deeds on the day. Ss are led into the theme of the unit--caring about others and being ready to help are traditional Chinese moral virtues. Ss are motivated to think about the meaning of helping others.
设计意图 引导学生看懂视频，并通过看图片和阅读名言，激活已有的语言、背景知识，激发对话题的兴趣，了解中外文化倡导助人为乐、重视公益活动的共通之处，引发学生对“帮助他人”这一话题进行初步思考。
Step 2 Iw/Gw 1. Before class, Ss gather information about the three people and share it in class. 2. T asks Ss to read their quotations and encourages them to talk about the following points: (1). The contribution they made to society. (2). The qualities Ss admire in each of them. (3). Other people who have similar qualities. 1. Ss report in class what they have learned about the three people briefly. 2. Ss are encouraged to talk about the points. (1). Bai Fangli was old, but he worked hard to make money for poor students to go to school. Florence Nightingale tried her best to help the sick although the sick may be very dirty. Red Adair tried his best to save people by putting out dangerous oil well fires. (2). Ss use proper words that describe personal qualities: warm-hearted, hardworking, selfless, kind, courageous, determined and so on. 1. Ss are expected to go over the words which describe personal qualities. 2. Ss are expected to make use of their vocabulary about personal qualities.
设计意图 本环节鼓励学生在课前进行预习的好习惯，培养学生的独立自主学习的意识。在课前完成这几个人物调研的基础上，在了解白方礼、Florence Nightingale和Red Adair的更多背景知识之后，学生独立总结各个人物的贡献。引导学生思考并举出其他具有同类品质的人物，这有利于拓展学生的思维，提高学生的思维品质。
Step 3 Iw/Cw 1. T asks the following questions： (1). In the world, how much fresh water is there for each person to use every year on average 2. What does dark yellow mean？ 3. What does light yellow means？ 4. What can we do to help solve the water problems 2. T encourages Ss to tick the solutions that they think are most effective to supply Africa with fresh water. 1. Ss think and answer T’s questions and are motivated to think of the following question: What can we do to help solve the water problems 2. Ss tick the solutions to supply Africa with fresh water. 1. Ss are motivated to think about the water problem and realize that some countries in Africa are badly in need of water. 2. Ss are encouraged to think about how to help solve the problem of water shortage in Africa.
设计意图 通过引导学生通过看图了解背景知识，对淡水资源匮乏问题进行初步思考，学习并掌握与话题相关的语言知识，并引导学生基于文章内容联系生活，发表自己的意见和观点。
Step 4 Iw 1. T asks Ss to read the text and answer the following question: A six-year-old Canadian schoolboy named Ryan tries to help solve the problem of water shortage in Africa. Let’s read the passage and find out what he did. 2. T may help Ss to find out what Ryan did by the following structure: Ryan helps solve the problem by... At first… Later… ...... 3. T may guide Ss to understand what Ryan did quickly by reading the title. 1. Ss read the text to answer the T’s question： 2. Ss are expected to cover the following key points with the help of the structure given by T: Ryan help solve the problem by building wells. At first, he planned to earn money to build a well. Although building a well needed a lot of money, he raised enough money to build a well with determination. Later, he set up a foundation to encourage more people to help. Ss are expected to get the main idea of the text. Getting to know the main idea of the passage plays an important part in knowing the passage as a whole.
设计意图 教师让学生独立浏览问题，让学生带着任务阅读并理解课文，使学生掌握快速获取信息的能力，引导学生了解文章的主题，引入课文学习，为下一步阅读进行铺垫和热身。
Step 5 Iw/Gw 1. T asks Ss to read the title and asks them to answer the following questions: (1). Is it easy for a six-year-old boy to build a well (2). How did Ryan build the well and how did the well changed the world 2. T encourages Ss to discuss their difficulties that arise in the process of reading each paragraph and helps them understand the meaning of the each paragraph. 3. T asks more questions to help Ss to think deeply. 1. Ss read the title and think deeply by thinking about the T’s questions: 1. Is it easy for a six-year-old boy to build a well 2. How did Ryan build the well and how did the well changed the world 3. Ss read the text again with T’s guidance and Ss discuss their difficulties and answer the following questions in the process of reading each paragraph: (1). What questions did Ryan ask when he knew people in Africa could not get enough clean water (2). Why could $70 not do much help (3). How did Ryan raise enough money (4). What did Ryan see in Uganda and how did he feel (5). How did Ryan encourage more people to help (6). What question does Ryan ask today And what does it mean 1. Ss are expected to fully understand the text. 2. Ss are expected to realize that the key to realizing one’s dream is perseverance.
设计意图 教师可利用此活动检验学生初读之后对课文标题和主旨大意的进一步理解，并利用问题组织学生讨论，激发学生的思维品质，以及让学生了解并学习文章当中作者的助人为乐品质。
Step 6 Iw 1. T asks Ss to complete the sentences and retell Ryan’s story. 2. T helps Ss summarize the six elements of a narrative and the structure of the text. 1.Ss retell Ryan’s story. 2. Ss summarize the six elements of a narrative and the structure of the text with the help of T. Ss are expected to be clear about the structure of the text and be aware of the six elements and the structure of a narrative.
设计意图 让学生进一步梳理并掌握文章结构，掌握文章写作的“六要素”，引导学生关注故事的发展脉络和相关语言，并能够利用相关的语言复述出文章的梗概，进一步复习和加深对文章的理解。
Step 7 Pw Think & Share: T asks Ss to discuss the two questions in the book. Ss discuss the two questions of this part in the book. Ss are expected to develop their thinking capacity and realize that helping others is admired.
设计意图 鼓励学生在深入理解文章主题的同时联系自身实际，进一步培养学生乐于关心、帮助他人的品质，并引导学生从实际出发，积极行动，为本单元的后续任务做铺垫。
板书设计
案例解析 阅读课重在训练学生的阅读技能和培养学生的思维品质，尤其是高阶思维品质，并进一步发展学生的核心素养。这个单元主题语境是：人与自我---做人做事，涉及的主题语境内容是优秀品行与社会责任感。阅读技能方面来看，我们注意培养学生在阅读前带着具体任务完成阅读和定位信息的能力。读后活动则通过分析文章标题、梳理故事线、细节理解以及开放性问答等，启发学生深入思考，运用所学知识创造性地探究单元主题意义。从学生德育教育和立德树人方面来看，介绍了一位名为Ryan的加拿大男孩从事公益事业和志愿服务，用井来改变缺水的问题，在改变缺水问题的同时也改变了自己，更改变了这个世界。通过描写了Ryan个人成长，引发学生思考个人成长的社会意义。 本节课需要提高或改进的地方应该给更多的时间学生进行更深入讨论文章在德育方面的需求，对助人为乐和从事公益事业的探讨。

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