资源简介

基础信息
（一）核心基础信息
项目 内容
课题 人教版（2019）高中英语选择性必修第一册 Unit 1 Using Language（2）
课时 1课时（45 分钟）
授课年级 高二年级
课型 新授课
授课教师
授课时间
（二）课标要求
读懂人物传记文本，掌握时间顺序叙事方法、人物描写类表达，能梳理人物生平时间线，概括人物事迹与性格品质；
了解爱因斯坦生平与科学贡献，体会科学无国界，感悟好奇心、坚持不懈等优秀品质的普世价值；
分析传记文体结构与语言特色，辨析类比、拟人、明喻等修辞手法，能客观评价杰出人物的闪光点；
小组合作完成写作构思、互评修改，独立搭建文章框架，完成结构完整、叙评结合的人物介绍短文并课堂展示。
二、教学设计依据
（一）教材分析
本课为本单元Using Language板块读写课，承接前一课时听力课中外名人素材，核心语篇《THE MAN WHO CHANGED OUR UNDERSTANDING OF THE UNIVERSE》是标准英文人物传记，以爱因斯坦为写作范本。
文本结构：全文按时间线推进，分层介绍人物总印象、求学科研人生、性格趣事、离世影响，结构清晰，是学生仿写人物介绍的范文模板；
语言价值：核心词汇passion, consequence, patent, theory, genius, relativity；大量外貌、性格、成就描写词句；包含多种英语修辞、定语从句、同位语等高级写作句式；
育人价值：通过爱因斯坦坎坷求学、潜心科研、温和待人的故事，引导学生树立热爱探索、不畏挫折、谦逊包容的品质；
前后关联：整合本单元屠呦呦、钟南山、弗莱明等杰出人物素材，为单元主题写作搭建完整表达框架。
（二）学情分析
知识基础：学生已掌握描述伟人品质的基础形容词，能简单梳理记叙文线索；但对传记文体特征陌生，时间线梳理、英文修辞识别能力薄弱；写作容易平铺直叙，缺少评价升华句；
能力短板：长文本分段概括主旨速度慢；不会利用时间轴整理人物关键事件；写作只会罗列事迹，缺少外貌、性格细节与主题升华；同伴互评无明确检查标准；
兴趣特点：学生对爱因斯坦、屠呦呦等知名科学家有基础认知，适合图片导入、时间线填空、范文仿写、小组互评等任务型活动。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 能读懂爱因斯坦人物传记，快速划分段落层次、抓取关键时间与事件，独立完成时间轴、正误判断等阅读任务；
② 掌握passion, consequence, patent, theory, genius, relativity核心词汇及固定搭配，理解类比、明喻、拟人等修辞并识别文中例句；
③ 掌握人物介绍写作结构，运用时间叙事、外貌性格描写、成就评价类句型，完成一篇结构完整的人物介绍短文。
2. 思维品质
① 通过梳理时间线、划分段落主旨，训练概括、梳理、归纳文本信息的逻辑思维；
② 辩证分析爱因斯坦人生挫折与科研成就之间的联系，区分单纯叙事与人物精神评价，学会叙评结合的写作思维；
③ 对比不同杰出人物的成长经历，独立思考“何为伟大”，形成个性化观点并有理有据表达。
3. 文化意识
① 了解世界级科学家爱因斯坦的贡献，理解科学成就不分国界，中西方伟人都具备坚持、热爱、无私奉献的共通品质；
② 感受科学家不畏困境、终身探索的科研精神，结合本国屠呦呦、袁隆平等榜样，增强文化自信与奋斗意识。
4. 学习能力
① 学会利用时间轴、表格梳理长篇文本信息，掌握传记阅读解题方法；
② 能够小组合作开展讨论、互相批改作文，借助评价清单自主修改写作漏洞；
③ 养成课前预习、课上标记重点、课后整理词汇句型的自主学习习惯。
（二）教学重难点
教学重点
读懂爱因斯坦传记，梳理完整生平时间线，掌握传记时间顺序叙事方式；
积累人物外貌、性格、成就描写词句，掌握人物介绍类写作框架；
能借助检查表互评作文，完成逻辑清晰、叙评结合的人物介绍短文并课堂展示。
教学难点
识别文中类比、拟人、明喻、委婉等修辞并理解表达效果；
写作做到叙评结合，结合人物事迹升华精神品质，避免流水账；
灵活运用所学词汇、高级句式丰富写作内容，提升文章层次感。
四、教学准备
多媒体素材：爱因斯坦肖像、课文分层段落、时间轴空白模板、人物写作框架、作文互评标准清单。
纸质学习资料：段落匹配题、爱因斯坦生平时间轴填空、课文正误判断题；重点单词拼写、词形转换语法填空；写作构思提纲、人物描写万能句型摘抄区。
前置任务：回顾本单元所有杰出人物相关词汇，预习passion, consequence等新单词。
五、教学过程设计
Step 1 Lead-in
1. Teacher presents a clear portrait picture of Albert Einstein, asks students to look at the picture and discuss the following three questions:
Who is he
What do you know about him
What words would you use to describe him
2. Collect students’ answers on the blackboard: genius, perseverant, creative, innovative, curious, extraordinary, gifted.
3. Teacher makes a brief summary: Today we will read a full biography about Einstein and learn how to write an introduction to great people.
Step 2 Pre-writing
1. Show the title “THE MAN WHO CHANGED OUR UNDERSTANDING OF THE UNIVERSE” together with Einstein’s oval portrait, guide students to think and answer two questions:
① What’s the main idea of the text
The text mainly talks about Albert Einstein’s life story and achievements.
② What do you expect to read from the text
The background of Einstein.
The common understanding of the universe before Einstein’s work.
The new theory or discovery Einstein proposed.
The lasting impact of Einstein’s work on science and human thought.
2. Ask students to skim the whole text and match the main idea with each part.
Part 1 (Para. 1): General introduction to Einstein (genius scientist, great contributions)
Part 2 (Paras. 2-4): Einstein’s life and academic career (education, work, achievements, fleeing Germany to US)
Part 3 (Para. 5): Einstein’s personality and interesting stories.
Part 4 (Para. 6): Einstein’s death and world’s mourning.
3. Students read the passage again, fill in the key events independently, then check answers with deskmates.
Invite several students to retell Einstein’s life story with the timeline in their own words.
4. Read the text carefully and judge each statement T/F, correct the false sentences:
Albert Einstein proposed the general theory of relativity and the famous formula E=mc2. （T）
Albert Einstein entered university in 1900. （F → 1896）
Einstein took a job as a teacher in 1902. （F → a patent clerk）
Albert Einstein was awarded the 1921 Nobel Prize in Physics for his explanation of the photoelectric effect in 1922. （T）
When Hitler came to power in Germany, Einstein fled Germany. （T）
5. Work in pairs and discuss two deep-thinking questions:
① Apart from his remarkable achievements, what does the passage tell us about Einstein’s life
Though he was brilliant, he was also a person who faced struggles, for example, when he failed to pass his university entrance exam, when he failed to get a good job, and when he had to flee Germany.
② What impressed you most about Einstein State your reasons.
I am impressed most by how friendly and easy he was to approach. Even when he was busy and did not want to be bothered, he still found a way to deal with people in gentleness and good humour.
Teacher invites groups to share opinions and supplements key details about his modesty and kindness.
6. Analyze text organisation & rhetorical devices
（1）Identify text type: This is a biography, a third-person writing recording a real person’s whole life, developed in chronological order. Explain the definition of biography.
A biography is a detailed third person account of another person’s life story. It contains basic information about the subject’s life — like their place of birth, education, interests, various accomplishments and life events of a real person.
（2）Find descriptive sentences about Einstein’s appearance and personality from the article.
He had a thick moustache … received an electric shock. Although he was a genius, … his friends’ birthdays. But despite … loved by his friends and neighbours. There is even a story … with her homework. In fact, … help explain things. After many such … “Pardon me! Sorry! Always I am mistaken for Professor Einstein!”
（3）Recognize five rhetorical devices in the passage, and find corresponding examples:
analogy (类比): as the new Isaac Newton;
personification (拟人): (hair) stood on end;
simile (明喻): as though he had just received an electric shock;
metaphor (暗喻): the doors of academic institutions;
euphemism (委婉语): passed away
（4）The teacher explains the function of each rhetoric and guides students to mark sentences in the text.
analogy：类比是将具有某些相似特征的不同事物进行比较。
personification：拟人是把事物人格化，赋予非人类的事物以人的行为、状态等。
simile：明喻是一种明显地用“像（like）”“如（as）”“仿佛（as if /as though）”等词将具有某种共同特征的两种不同事物连接起来。
metaphor：隐喻也叫暗喻，是一种隐蔽的比喻，不用“像”“如”等词，而是把本体直接说成喻体。
euphemism：委婉语是用比较含蓄的言辞来代替可能会让人感觉不舒服的话语，常用于表达不太愿意直接提及或较为敏感的内容。
Step 3 While-writing
1. Explain the writing rules of biographical introduction, divide into three parts, and offer model sentences for reference:
如何写人物介绍类文章
文体解读
人物介绍文属于记叙性说明文，以人物为核心，以时间为线索，客观介绍人物的生平经历、关键成就、优良品质与深远影响。文章要求叙事简洁、重点突出、夹叙夹评，避免流水账，做到有事例、有品质、有升华。
写作结构
第一段：简要介绍人物生平，通过概括性的语言来描述人物的特征。
Tu Youyou, a committed and patient scientist, was born in Ningbo, China.
Einstein, who proposed the “theory of relativity”, is well known in the world.
Howard Carter is one of the most famous explorers (that) the world has ever known.
Thomas Edison, born in America, was a great scientist and inventor.
第二段：具体介绍人物，列举主要经历、事迹或成就，应抓取典型事迹。按时间顺序介绍人物的一生，用议论性的语言刻画人物。
have a passion for, be interested in, be devoted to, graduate from, thanks to, be honoured as, live a... life, as for, as well as, make great contributions to, in one’s eyes, hardship, overcome等。
第三段：总结人物的历史地位、精神影响，升华主题，让文章更有深度，避免生硬收尾。
set a good example for... sb. be regarded/ considered as...
People sing high praise for sb. People think highly of sb.
remember sb. forever let us realise that...
have a great effect on sb. teach us that...
人称与时态
人称：多为第一人称或第三人称；介绍他人的经历使用第三人称。
时态：过去出生、求学、奋斗、获奖：一般过去时
人物客观身份、历史地位、永恒影响：一般现在时
持续至今的影响：现在完成时
高分进阶技巧
拒绝平铺直叙：不只写做了什么，还要写“克服了什么、成就了什么、带来了什么”。
多用非谓语、定语从句、同位语，句式高级、紧凑。
叙评结合：每段事迹搭配一句品质评价，避免纯流水账。
结尾必须升华：从“个人成就”上升到“精神价值、榜样力量”。
2. Draft writing guide
（1）Choose the person you are going to write about. It should be someone you think is great in some way. It can be an ordinary person, such as a parent, a relative, or a friend.
（2）Make a list of things that need to be included in your introduction.
Part 1: Basic information about the writing
What is the title of the writing
What is the main idea of the writing
Part 2: Your analysis of the writing
What is the story of this person
What achievements does he/she have
Part 3: Your opinion about the story
Why do you think he/she is great
How do you feel about this person
（3）Use your notes to write your introduction and sum up how you feel about this person.
（4）Students finish the first draft within 10 minutes; offer Mother Teresa full sample essay for reference.
When people talk about sacrifice and charity for others, the name that most often comes up in my mind is Mother Teresa. In fact, she is so famous for her work that her name is most often used nowadays as a point of comparison by which others are judged (for example, “He may do some good work, but he’s no Mother Teresa”). Interestingly, though her name is still heard quite often, many younger people have no clear idea who she was.
Mother Teresa’s real name is Agnes Gonxha Bojaxhiu. She was born on 26 August 1910 in Skopje, which is now the modern-day Republic of Macedonia. When she was a young girl, she decided that she wanted to help poor people in India, so when she was 18, she left home and eventually made her way to Darjeeling, India. She formally became a nun in 1931, and took “Teresa” as her new name. In the beginning, she was just a teacher of other nuns. However, in 1946 she felt stirred to help the poorest of the poor in Calcutta (modern-day Kolkata). She began to work full-time there in 1948 and was allowed to form her own charity group in 1950. In time, her group grew to thousands of members, helping orphans, refugees, the disabled, the most ill, and the poorest people around the world.
However, Mother Teresa is most famous for her Home of the Dying and the Destitute in Calcutta. This work began when she found a poor man dying alone in the street of Calcutta, and decided that she had to do something to help, as nothing could be worse than dying alone in the streets. Workers for the Home of the Dying and the Destitute would find dying people in the streets, and bring them to the centre, where they would be cared for, fed, and loved until their final moments.
For her work, Mother Teresa was awarded the Nobel Peace Prize in 1979. When she died on 5 September 1997, she was given a state funeral by the government of India, which was attended by more than 15,000 people and broadcast around the world on TV, with many world leaders singing praises to her.
People who met Mother Teresa often remarked at how small she was — she was only 152 cm tall. She was also very quiet and gentle in the way she behaved. This all proves that even the smallest or gentlest people can still do great and mighty things.
Step 4 Post-writing
1. Ask students to exchange drafts with partners, use the checklist to revise each other’s writing:
Does the writer describe the person’s appearance and personality
Does the writer tell an impressive story of the person’s life
Does the writer say why the person is great
Does the writer sum up how he/she feels about this person
2. Ask students to revise their own drafts according to partners’ advice.
3. Voluntary students share their compositions with the whole class.
Step 5 Language Points
Explain key vocabulary items one by one, covering collocations, sentence patterns and blank-filling exercises:
passion; consequence
Step 6 Exercise
1. Word spelling: Fill words according to Chinese hints.
I encountered (偶遇) many hikers who headed for a distant campground with just enough time to get there before dark.
It’s that kind of courage and determination that makes him such a remarkable (卓越的) character.
His death was totally unexpected and, in consequence (结果), no plans had been made for his replacement.
I’m going to apply for a patent (专利), but I’m not sure how to prepare the application.
The method of combining theory (理论) with practice is further strengthened.
Chaplin was not just a genius (天才), but also one of the most influential figures in film history.
2. Grammar blank filling: Change the given words into proper forms.
Though she has been teaching English for twenty years, she is still passionate (passion) about teaching.
Do you think that WeChat Pay and Alipay will gradually (gradual) take the place of paying in cash
As the financial and trade center of China, Shanghai attracts many foreign financial institutes (institute).
It is worthwhile to sum/summing (sum) up the experience and characteristics of Macao in faithfully implementing “one country, two systems”.
My colleague mentioned how the theory of relativity (relative) completely changed the field of physics.
3. Teacher checks all answers with the whole class and explains confusing points.
Step 7 Summary
Summarize Albert Einstein’s life and outstanding achievements, and analyze his admirable qualities.
Analyze the discourse features and linguistic characteristics of biographical texts.
Write and present introductions about admired people using appropriate expressions.
Step 8 Homework
1. Retell Einstein’s life track and outstanding contributions.
2. Sort out all key words, phrases and sentence patterns learned in this unit.
六、板书设计
Unit 1 People of Achievement (Using Language（2）)
1. Text Type: Biography (chronological order)
Einstein Timeline: 1879-1955
2. Rhetoric: simile / metaphor / personification / analogy / euphemism
3. Writing Framework
Para 1: Basic information & comment
Para2: Experiences & achievements
Para3: Spirit & personal reflection
七、教学评价与反思
（一）教学评价
1. 过程性评价
观测学生时间线填空、段落匹配、修辞识别任务完成准确度；记录小组讨论、作文互评参与度；
2. 成果评价
依据学生写作提纲、初稿、修改稿，评判文章结构完整性、词汇句式丰富度；
3. 展示评价
针对课堂作文分享，分层点评叙事逻辑、叙评结合、结尾升华三大维度。
（二）教学反思
1. 课堂优势
读写一体化设计，以爱因斯坦传记为范文，先输入阅读技巧再输出写作方法；时间线、修辞、写作框架分层拆解，难度循序渐进；配套范文、互评清单降低写作门槛，兼顾基础薄弱的学生。
2. 现存问题
文本修辞识别环节耗时偏长，压缩了写作构思时间；部分学生写作仍单纯罗列事迹，缺少品质评价句；小组互评时基础学生难以指出作文问题。
3. 优化改进方案
课前提前发放单词预习单，课中精简修辞讲解时长；课堂板书多提供评价类万能句型；制作分层互评提示卡，给基础学生明确的修改指引；课后补充同类人物仿写小练习，巩固写作框架。

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