2023學年完整版高中英語3Module2DevelopingandDevelopedCountries

教學設計學校：四川省彭州市濛陽中學姓名：邱玥學科：高一英語日期：2023.5.14LessonPlan1.TeachingmaterialModule2

DevelopingandDevelopedCountriesHumanDevelopmentReport(2023)-supplementmaterialofreadingpartinmodule2,Book3.2.TeachingdesignTeacherQiuYue,MengyangMiddleSchoolStudentsStudentsarefromGrade1inseniorhigh,andattheageof16.MostofthemarenotgoodinEnglish,buttheyshowinterestinlearningEnglish.Theyalsohavepreparedpartofvocabulary.Buttheyarenotsuitableforwhole-Englishclass.Duringtheteachingprocess,theteachershouldfocusongivingmoreexplanationinEnglishinordertomaketheteacherunderstoodeasily.Inaddition,theteachershouldteachthemtheproperwaytolearnEnglishandencouragethemtolearnEnglishwell.TypeoflessonChartreadingTeachingmaterialanalysisThetopicofthislessonischartreadingaboutHumanDevelopmentReport(2023)-thisisthesupplementmaterialofreadingpartinmodule2(1)Itisthesamethemeandnewforstudents.-suitableforstudents'situation(2)Itenhancesstudents'readingskillsandlearnthebasicstructureofreport.Thislessonisthesecondpartofmodule2.ItwouldbehelpfultomaketheSslearntherestofthismodule.TeachingobjectivesLanguageability(1)Studentscanlearnthefollowingusefulnewwordsandexpressions:similarity,lifeexpectancy,disparitiesandsoon,andexpressionsofcomparativedegreeandwordsaboutdescribingchanges.(2)Studentscanreadthereportandlearnmoreinformationaboutcurrenthumandevelopmentsituationintheworld.2.Cognitiveandthinkingability(1)Studentscanfindthemainfeatureinthechartbyobservingthechangesinchart.(2)Studentscananalyzethemainfeature(differenceorsimilarity)basedontheinformationinthechart.3.LearningabilityStudentscantrytothinkhowtofindthenegativeandpositiveaspectsinthisreportandhowtodealwiththesenegativeaspects4.Culture,attitudeandvalue(1)StudentscanbeproudofthegreatprogressChinahasmadeandtreasuretheirownschoolinglifewhilecomparingwithothercountrieswithpooreducation.(2)Studentscanposeastrictanddiscreetattitudetowardsreportaboutdata.PredictionoflearningkeypointsTeachingkeypointsStudentscanmastertheimportantnewwordsandexpressionsinthispartandusethemtodescribedata.Studentscananalyzethesimilarreportbasedonthestructuretheyhavelearned.Students’readingskillscanbedevelopedbychartreadingandextensivereading.PredictionofdifficultypointsTeachingdifficultpoints1.studentscandescribedatainthechartandgraspthemainfeatureofthechart2.studentscanusethestructuretoanalyzethesimilarreportTeachingprocedureTeachingactivities(aregularlesson40minutes）Step1(3minutes)Lead-inFirstly,theteacherwouldgivetwoquestionsaboutnumberofoneclassin2023and2023andthentheteacherasksstudentstothinkaboutthereasonforthechangeofthesetwonumbers.Afterthat,theteachercanleadstudentstothinktheirownsituationinordertomakestudentsunderstandthetopicofthechartone(whichisaboutnumbersofprimaryschoolstudentsperteacher)Fourquestions:Q:Guesshowmanystudentsinthisclass?(picture1)Q:Howaboutthisone?(picture2)Q:Comparingnumber67withnumber49,whatinformationcanyouget?Q:Howaboutprimaryschool?【Thepurposeofthispartistoarousestudents'interestabouteducationandasChart1isabouteducation,soithelpstointroducethetopicofchartreading.】Step2(3minutes)Pre-readingAtfirst,theteacherasksstudentstodescribewhattheChart1shows,andthenaskstudentswhattypeofChart1isandthenasksstudentstodiscussotherdifferentchartsorfigures.Q:Whatdoesthefirstchartshow?Q:WhattypeofChart1is?Discussion:Q:howaboutotherdifferentcharts?【Thisactivityistointroducedifferentkindsofchartsandmakestudentsfamiliarwiththem】Step3(28minutes)While-reading(1)Theteacherasksstudentstoreadpara.1andChart1toanswerthefollowingquestions:Q:Howmanystudents(pupils)perteacherinlowhumandevelopmentcountries?Q:Howmanyinhighonesandmediumones?(Readingskills:detail-reading)【Thesequestionsistotrainstudents’readingskills】Afterthat,theteacherwouldchecktheanswersandaskstudentstocomparethesefiguresandthinkaboutthisquestion:Q:Whatcanyougetfromthesedata?(Dataanalysis)【ThisquestionistohelpstudentstoanalyzethedataintheChart1,totraintheirthinkingmodesbyobservingthechartandtofindinformationbehindthechartsorreport.】(2)Theteacherasksthestudentstothinkthisquestion:Q:Whatisthemainfeatureinthischart?【ThisquestionistoleadstudentstofindthemainfeatureoftheChart1(difference),inthispart,theteachercanoffersometipsorexamplesofcomparativedegreeinpara.1tostudentstohelpthemfindtheanswereasily.】(3)TheteachermakesatransitionbyaskingthisquestionandthenjustshowsChart2:Q:Howmanyyearshaveyoustudiedatschool?【TheteacheraimstointroducethetopicofChart2,whichisabouttheimpressiveprogressinexpectedyearsofschoolingandmeanyearsofschooling.】(4)Theteachergivesthefollowingquestions:Q:Howdoesmeanyearsofschoolingchangefrom1990to2023?Q:WhatistheMainfeatureofChart2?Q:Comparingthesimilarity,whatinformationcanyougetfromthischart?【Thispartistoimprovestudents’readingskillsandtheabilityofmakingaconclusion。Besides,italsoleadsstudentstofindthefeatureofChart2(similarity)andmakeadataanalysisbasedontheinformationtheylearnedinthechartorpara.2.】Asstudentshavelearnedalotinpara.1to2andChart1andChart2,theteachercanaskstudentstodiscusswhatthestructureofreportshouldbe:Para.1(Chart1)generalintroductionStudents’Students’answersdataanalysisb.Para.2(Chart2)generalintroductionsimilaritydataanalysisSotheteachercanshowthestructurebasedonthestudentsanswers:1.StarterGeneralintroduction/description2.MainfeatureHowtodescribethemSimilarityHowtodescribethemDifference3.DataanalysisAfterthat,theteachercanshowstudentshowtodescribemainfeature(actuallyitismostlyabouthowtodescribedata)basedonwhatstudentshavelearnedinpara.1to2:1.(describingcomparison)Theexpressionsofcomparativedegree2.(describingchange)(upwardmovement)：－toincrease/rise/goup－togrow/expand－torocket/boom/soar(downwardmovement)-todecrease/fall/drop/decline/godown-toslump/collapse/plummet(nochange)－toremainconstant/stable－tostaythesame(degreeofchange)－dramatically/considerably/significantly/moderately/slightly(speedofchange)－rapidly/quickly/suddenly/gradually/steadily/slowly【Thispartistohelpstudentsmakeasummaryaboutwhattheylearnedandfindoutthemainstructureofthereportbasedonpara.1topara.2.Besides,italsohelpsstudentstograspbasicwordsorphrasesaboutdescribingdata.】(6)Afterthat,theteacherasksstudentstoreadandanalyzepara.3andChart3byusingthestructureofreporttheyhavegot.Thefollowingisthestructureofpara.3:Starter：DisparitiesarelargeacrosscountriesandhumandevelopmentgroupsDifferences:Healthylifeexpectancyis69.9yearsinveryhighhumandevelopmentcountriesbut53.5yearsinlowhumandevelopmentcountriesSimilarities:Healthylifeexpectancyis12.0percentlowerthanoveralllifeexpectancyforallregionsandhumandevelopmentgroups.Dataanalysis:Onaverage,peoplearoundtheglobespend88.0percentoftheirlifeinfairlygoodhealthbutfacechallengesintheirlastyears.【Thispartistotrainstudents’fastreading,enhancestudents’understandingofstructureofreportandhelpstudentstoputthestructureintopracticebyanalyzingpara.3】(7)Atlast,theteacherasksstudentstoreadpara.4(conclusion),andtodiscusswhataspectsithasmentionedandwhattheyareinpara.4.PositiveaspectMostpeopletodaylivelonger,aremoreeducatedandhavemoreaccesstogoodsandservicesthaneverbefore.Eveninlowhumandevelopmentcountriespeople’sdevelopmenthasimprovedsignificantly.NegativeaspectButthequalityofhumandevelopmentrevealslargedeficits.Livinglongerdoesnotautomaticallymeanmoreyearsspentenjoyinglife.Beinginschoollongerdoesnotautomaticallytranslateintoequivalentcapacitiesandskills.Soshiftingthefocustowardsthequalityofhumandevelopmentwillbeimportantinmonitoringfutureprogress.Afterthat,theteacherasksstudentstothinkaboutthesetwoquestionstogetbetterunderstandingofthenegativeaspect:Q:Whetherbeinginschoollongermeansgainingmoreskillsandcapacities?Q:Whetherthelongerthelifeexpectancyis,thehigherthequalityis?【Thispartistohelpstudentstorealizewhatshouldbetalkedaboutintheconclusionofareport,whichwillhelpthemimprovetheirwritingskills.】Step4.Post-reading

(6minutes)Theteachercanaskstudentstodiscusswhatacompletestructureofreportshouldbe,andtheteachercanalsooffersometipsandexplainbasicfactorsofthisreportstudentshavelearned.Hereisthecompletestructureofthisreport:StarterGeneralintroduction/descriptionMainfeatureSimilarityDifferenceDataanalysisConclusionPositiveaspectNegativeaspecte.g.Accordingto/intermsof/f