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视频标签：The Power
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视频课题：必修三 Unit 2 Making a difference -Developing Ideas-The Power of Good-山东省日照
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必修三 Unit 2 Making a difference -Developing Ideas-The Power of Good-山东省日照第一中学教学设计
外研版 必修三 Unit 2 Making a difference
Developing ideas--The Power of Good
山东省第一中学 刘芹
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Teaching contents |
Procedures |
Purposes |
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Teacher’s activity |
Students’ activity |
Activity 1
Leading in |
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T shows a short video about
Schindler's list and give a short introduction if necessary.
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Comparing
German Schindler with “British Schindler”, T asks what Winton to predict what Winton might have done based on the word cloud, the several pictures, and the
title.
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T collects answers from Ss.
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Ss share what they know about
Schindler.
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Ss predict what Winton might have done as required. 3. Ss share answers in class.
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To activate Ss’ background knowledge and stimulate Ss to explore more through predicting. |
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Activity 2 Fast Reading |
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T asks Ss to read the first paragragh and check the predictions.
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T asks Ss to think about the purpose of writing the first paragraph.
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T asks Ss to get the structure of the text, divide the text into three parts, and get the main idea of each part.
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Ss read the first paragraph quickly and check their predictions.
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Ss answer the question of the purpose of writing the first paragraph.
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Ss work in pairs, discussing the structure of the text, dividing the text into three parts and getting the main idea of each part.
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To train Ss’ reading
abilities.
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To help Ss have a clear picture of the structure of the text and get a general undertanding
of it. |
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Activity 3 Careful Reading |
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T asks Ss to read the text carefully and follow T to draw a timeline to have a clear look at the key events in Winton’s
life.
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T guides Ss to speak out one of Winton’s main
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1. Ss read the text again and follow T to draw the timeline. 2. Ss share answers in class, using the sentences in the text or using their own words |
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To help Ss have a general knowledge of Winton’s life.
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To guide Ss to have a close at Winton’s life and his personal qualities.
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events in his life according to the timeline.
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T asks Ss to answer the questions based on P2-6, and encourage them to use some advanced words and expressions
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T asks Ss to summarise the personal qualities of
Nikolas Wenton. |
to tell the main events in Winton’s life according to the timeline.
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Ss, working in groups, answer the questions and then share their answers in class.
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Based on the questions and answers, Ss choose some words to decribe the personal qualities of
Nikolas Wenton, give reasons and share them in
class.. |
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Activity 4
Summary |
T guide Ss to decide the type of the text and summarise the order and key elements of biographies. |
Ss follow the directions of T and have a basic knowledge of the order and key elements of biographies. |
1. To guide Ss to understand how this biography is organized by sorting out the main events. |
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2. To prepare for pracising writing a short biography. |
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Activity 5 Group Discussion |
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T asks Ss to think about the Chinese saying at the end of the text “A kind-hearted person lives a long life.”
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T introduces He
Fengshan, “the Chinese Schindler”, who also saved many Jews during World
War and encourage Ss to find as much information about him. |
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Ss think and discuss what the Chinese saying implies and learn about the meaning of “The Power of Good”.
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Ss learn about
He Fengshan, a
Chinese
Schindler. |
1. To guide Ss to recognise the power of good and establish the awareness of helping others in need. 2. To strengthen the national sense of pride. |
Activity 6
Homework |
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Prepare for a talk on the life of Sir Nikolas Winton, and share it in class next period.
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Go over how to write the biography of someone, preparing to write a short biography of He Fengshan,
“the Chinese Schindler”. |
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