外研版新教材必修（三）第二单元Developinging Ideas 阅读课教学反思新标准《英语》必修第三册Unit2
Developing Ideas
The Power of Good
课型:
Reading
主题语境：
人与自我——做人做事——优秀品行
内容分析：
本节阅读课是外语教学与研究出版社出版的高中英语新教材必修第三册第
二单元Developing Ideas板块中的阅读课。根据本板块
课文The Power of Good（Page20---Page 22）来设计。本板块呈现了从另一角度反映单元主题的课文，语篇类型为人物介绍。教师引导学生通过阅读Nicholas Winton 的生平，了解他的国际主义精神和对社会的贡献，通过问题引导学生深入思考他的事迹及其影响，并启发学生联想和搜集有类似事迹的中国人的故事，在全班分享。初步掌握人物传记的文体特征和写法。
学情分析：
本节课为高一下学期内容，事迹感人，人物思想品德高尚，学生经过了半年多的学习，已经初步了解新教材阅读课的要求，逐步培养了相关的阅读技能，但在精准提取有效信息，理解细节信息，深度探索文章内涵等方面，学生还需进一步努力。
教学目标：
本节课结束时，学生能够：
1.理解课文内容，了解Nicholas Winton的生平和他为社会所做的贡献。
2.按照时间线梳理Nicholas Winton的生平，并概括出人物传记类文本的行文组织方式和关键要素。
高中英语教学反思
3.通过思考和分析问题，深入理解Nicholas Winton事迹的影响，表达自己的观点和感情。
4.通过了解中国人在二战中的事迹，关注世界和平和人类正义的话题，对于人类命运共同体形成初步意识。
教学重点：
按照时间线索梳理Nicholas Winton的生平和贡献。
教学难点：
通过思考和分析问题，深入理解Nicholas Winton事迹的影响，表达自己的观点和感情。
教学策略：
情景式教学策略、任务型教学策略、W-P-W阅读教学策略
Teaching procedures:
Lead-in
Teacher’s activity
The teacher draws students’ attention to the title, and asks whether they know who Schindler is.
Students’ activity
The students share what they know about Schindler.
The purpose
To activate students’ background knowledge.
Activity 1
Teacher’s activity
1. The teacher introduces Activity 1 and asks students to predict what Winton might have done based on the word cloud, the two pictures, and the title.
2. The teacher collects answers from the students.
Students’ activity
1. The students predict what the man might have done as required.
2. The students share answers in pairs and then in class.
The purpose
To stimulate the students to explore more through predicting.
Activity 2
Teacher’s activity
1. The students ask students to read the biography and check the predications.
2. The teacher guides students to summarize the main idea of the text with one sentence.
Students’ activity
1. The students read the text and check their predictions.
2. The students use one sentence to summarize the main idea of the text.
The purpose
To train students’ability of summarizing the main idea.
Activity 3: Learning to learn
Teacher’s activity
1. The teacher guides students to summarize the main idea of the text with one sentence.
2. The teacher invites one student to read out “learning to learn”, and then
ask students to answer:
what is a biography?
How are most biographies organized?
Students’ activity
1. Students use one sentence to summarize the main idea of the text.
2. Students read “learning to learn” and answer two qu estions from the teacher.
The purpose
To help students understand the style and the key elements of biographies which will be applied to their writing task.
Activity 4: Page 22 Part 3
Teacher’s activity
1.The teacher asks students to read the text carefully and match the events to the years in which they happened.
2. While checking answer, the teacher draws a timeline on the blackboard with key words.
3. The teacher guides the students to retell Winton’s life story according to the timeline.
Student s’ activity
1. Students read the text again and finish Part 3.
2. The students share answers in class.
3. The students retell Winton’s life story according to the timeline.
The purpose
To guide students to understand how this biography is organized by sorting out the main events.
A ctivity 5: Think & Share
Teacher’s activity
1. The teacher asks the students to discuss the first three questions in groups.
2. The teacher invites the students to voice their opinions on the first question. The teacher can also provide background information if necessary.
3. The teacher 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, the teacher provides more vocabulary to enrich stu dents’ expressions.
5. The teacher asks students the last question, if students don’t know any, the teacher provides information of He Fengshan, and asks students to search
more information of this kind and think about why people around the world risked their lives to help and contribute during WWII.
Students’ activity
1. The students discuss the first three questions in groups.
2. The students voice their opinions on the 3 questions.
3.The students listen carefully to the response from T and other Ss and think actively to give prompt response.
4. The students 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.
The purpose
1. To guide students to have an in-depth understanding of the text from multiple perspectives.
2. To help students to put forward their own point of view through analyzing the text, discussing and sharing information as well as judging the text.
A ctivity 6:
Teacher’s activity
1. The teacher groups the students and asks them to complete the table.
2. The teacher explains how the students should organize their talk by following the second step.
3. The teacher asks the students to plan their talk in groups.
4. The teacher invites the students to share their talk in class.
Students’ activity
1. The students work in groups to complete the table.
2. The students follow the second step to plan their talk.
3. The students present their talk in class.
The purpose
To consolidate and integrate the language and content learnt.
Homework
Teacher’s activity
1. The teacher asks the students to go on line and read more about Nicholas Winton.
2. The teacher asks the students to go on line and find some similar Chinese characters to Nicholas Winton.
Students’ activity
1. The students go on line and read more about Nicholas Winton.
2. The students go on line and find some similar Chinese characters to Nicholas Winton.
The purpose
To put what the students learn into practice and guide the students to think about their contributions and try to learn from their life.
教后反思：