外研社高中英语第三册第二单元book3unit2 Developing ideas the power of good课件PPt
Post-Reading
Activity 4 Work in groups. Give a talk in honour of Nicholas Winton.
Give a talk to the class
Hello, everyone! Now I am pleased to talk about Nicholas Winton, a respected figure of mine, who is well-known as “The British Schindler” across the world.
5.Which order is right? A
a.Wilton left the military. b.He was awarded the Order of the White Lion. c.He went to Prague to help refugees escape from the Nazis.
2.What did Nicholas Winton do as soon as he left school? B
A.He worked in banks in Britain. B.He worked in banks in Germany and France. C.He worked as a rescuer. D.He didn’t do any job.
Do you know of any Chinese who have acted in a similar way to Winton?
• He Fengshan (何凤山) was the Consulate General of China in Austria (中国驻奥地利 总领事) from 1938 to 1940.
3.Why did Nicholas Winton decide to aid the children? D
A.His strong desire to do good.
B.His determination to be a hero.
C.His hatred towards the Nazis. D.His sympathy for the children's fate.
He enjoyed a long life as a kind-hearted person.
1. Because they were Jewish and under the control of the Nazis. 2. Because, for the most part, Winton did not mention the children he saved. Winton might have thought that it was normal to help others when they were in trouble, so it was not worth mentioning. 3. helpful,warm-hearted,pitiful, merciful (adj.仁慈的), affectionate (adj.充满爱的)
Activity 1
Look at the word cloud and predict what Winton might have done.
• He might be from Britain. • He might have saved
frightened Jewish children, whose parents were heartbroken, from the Nazis during World War II and he might have received various honours.
4.What made Winton's story known to the public? B
A.His wife's promotion.
B.The television programme That's life.
C.Leaders' praises. D.The 669 children's appearance.
Sir Nicholas Winton (1909–2015)
• Born in London.
• On the eve of World War II, he single-handedly established an organisation to aid children from Jewish families at risk from the Nazis and managed to rescue 669 children from Czechoslovakia.
• The secret was kept for half a century until his wife found his journal when a television programme episode made by BBC was broadcast in 1988, and only then did his rescue achievements finally become known to the world.
1.What happened to the 669 Jewish children? B
A.They were killed by the Nazis. B.They were saved from death at the hands of the Nazis by Nicholas Winton. C.They fled to their native countries. D.They boarded the train with their parents.
他是被人称为“英国辛德勒”的Winton爵士..当年，27岁的他安排9辆火车， 从纳粹手里救出了669个孩子。
• 当年，29岁的他是伦敦的一个股票交易员。在朋友的邀请下，他去瑞士滑 雪的时候，路过了捷克。
• 在捷克，他发现了一大批被纳粹扣留的犹太人儿童.. 他顿时感受到了需要 立刻解救这批儿童的急迫性。 开始在各国当局间游走，希望能够有国家 接收这些孩子。
• In 2003 he was knighted by Queo Humanity for this work.
• The British press called him the “British Oskar Schindler” and the children he rescued, “Winton's children”.
• 他又用各种在捷克的关系，花了自己各种积蓄和大半年的时间，安排了9 辆火车，可惜，第九辆火车被拦截在边境..车上的200个孩子被遣返…. 之 后押回集中营，无一生还….
• 头8辆火车里，他救出了669个孩子。回到英国之后，他又各种联系了英 国的家庭，逐个把这些孩子安排好，这才得以健康成长。这669个孩子， 加上他们的子孙后代，据媒体估计，有6000人，因为他当年的拯救而得 以活在这个世界上….
While-reading
Activity 3: match the paragraphs with the corresponding descriptions.
Para 1 Para 2 Para 3 Para 4
The heartbreaking scene at Prague’s Wilson Station
Pre-reading
Schindler's list
Oskar Schindler (1908–1974)
• a German businessman, who is praised for saving the lives of approximately 1,100 Jews during World War II by employing them in his factories.
• He is respected by Jews and people who desire justice and equality all over the world.
• The world famous film Schindler's List, directed by Steven Spielberg, was based on Oskar Schindler's story.
d.He was invited onto the British television programme That’s life.
e.He become a businessman. A.e-c-a-d-b B.c-e-a-d-b C.e-c-d-a-b D.c-a-e-d-b
Avtivity 5: Match the events to the years in which they happened.
Britain's Royal Air Force. • 1954: Winton worked for international charities and
for various companies after he left the military. • 2003: Winton received a knighthood. • 2015: Winton passed away on 1 July at the age of 106.
• He granted thousands of visas to Jews to help them flee the Nazis. For the most part, he did not mention the Jews he saved.
• He passed away in 1997 at the age of 96. Later, people learned about his story and he was given several honorary titles.
(2020新教材)【外研版】高中英语必修第三册Unit 2 Developing ideas(英语)
2. assistance n. 帮助, 援助 *Despite his cries no one came to his assistance. 尽管他大声喊叫, 却没有人来帮助他。 *He can walk only with the assistance of crutches. 他只能在拐杖的辅助下走路。
③He hesitated _a_b_o_u_t_/a_t_/o_v_e_r_ whether to drive or take
the train. (2)If you need help to get out of trouble, _d_o_n_’_t _h_e_s_it_a_te_ _t_o_a_s_k_m__e_f_o_r_h__el_p_. 如果你需要帮助来摆脱困境, 只管向我寻求帮助。
Ⅰ. 文本整体理解: 理清文章架构
Ⅱ. 文本细节理解: 探寻语篇细节信息 1. What can we learn from Paragraph 1? A. The children were excited to board the train. B. The children boarded the train with their parents. C. All the children who boarded the train were Jewish. D. It was very likely that the parents would not see their children again.
(1) _b_o_a_r_d_e_d_(board) a train at Prague’s Wilson Station. Nicholas Winton would save them from death at the hands of the Nazis.
外研社高中英语第三册第二单元Book3unit2课文翻译the well that changed the world, the power of good
The Well that Changed the World改变世界的井As a six-year-old Canadian schoolboy, Ryan had trouble believing the words spoken by his teacher that many people in developing African countries couldn’t get enough clean water. He looked across the classroom at the drinking fountain. It was very close—only ten steps away. So, Ryan asked himself, “Why do some African children have to walk ten kilometres to get water every day? And why is the water so dirty that it makes them sick?”Young Ryan thought, “Life is easy for me, but hard for those people. Why don’t I help?”年仅六岁的加拿大小学生瑞安难以相信老师所说的话：在欠发达的非洲国家，许多人都喝不到足够的干净的水。
他的目光掠过教室，望向对面的喷泉式饮水器，它是那么近——只有十步之遥。
因此，瑞安问自己：“为什么有些非洲儿童每天要步行十公里去取水？为什么他们会因为喝了不卫生的水而生病？”年幼的瑞安想道：“我的生活很舒适，但他们的生活却那么艰难，我为什么不去帮帮他们呢？”At first, his plan was to earn money to build a single well somewhere in Africa. He cleaned windows and did gardening for his family and neighbours. He soon reached his first target of $70, but when he gave the money to a charity, he was told that it actually cost $2,000 to build a well. Seventy dollars was only enough for a hand pump. Ryan understood that a hand pump wouldn’t help the children. What they needed was a well dug near their homes.起初，他的计划是赚钱在非洲挖一口井。
Unit2Developingideas课件-高中英语外研版选择性必修第三册
Developing ideas
1
Activity 1 Look at the title and the pictures. Predict what the passage is about.
Now read the passage and check your prediction.
• 清朝的皇帝们十分喜欢钟表。因此，外国使节们把最精致、最华丽的钟表送
给这些皇帝来职悦他们。如今，故宫博物院拥有-部分世界上最重要的钟表藏
品，这些钟表主要来自欧洲和中国。小到怀表，大到超过一米高的钟表，每
一件都有其独特的修复方法。工作的复杂性和必要材料的缺乏意味着每位专
家每年最多只能修复两件大型钟表。但是,王先生和他的学生们通过艰苦的努
that have stood still for centuries instantly come back to life; water flows,
boats sail, dogs bark, chickens flap their wings and a woman starts to spin. It
10
钟表修复大师王津
11
• 2 Walking through the seven crimson gates towards his workplace, Wang
Jin still regards himself as an ordinary worker in the Palace Museum,
research if necessary.
• Who are the masters? • What fields do they work in? • What specific examples can you give of their work? • What aspects of the spirit of craftsmanship are demonstrated
Unit2+Developing+Ideas+课件-高二外研版(2019)英语选择性必修第三册
Why
Why could they do this job well?
3. Read for the detailed information.
Who is this person?
Wang Jin, plainly-dressed
Introduction
Para.1-2
What does he do? Where does he work?
ordinary/lonely
painstaking time-consuming
?
The spirit of Craftsmanship
crafts
creativity responsibility affection faith technique sedateness
Wang Jin demonstrates the spirit of craftsmanship through his work.
painstaking time-consuming
? Craftsmanship
Post-reading
What’s your understanding of the title “Masters of Time”? metaphor/pun
__c_o_m_m__o_n____ persons doing a great job
|ˈɪntrɪkət| |ænˈti:k|
complicated complex
While-reading
1. Skim to get the main idea.
It tells the story of __W_a_n_g_J_i_n__who _r_e_st_o_re_s _cl_o_c_k_s _ in the Palace Museum.
外研版高中英语第三册Module 2
A Lesson Plan for Warming up in Module 2 Book 3执教学生：2013级英语本科4班吴扬斯指导老师：沈玉如Topic：Developing and Developed CountriesContents:1.The new words and expressions in this part;♦Words：hunger n.饥饿income n.收入poverty n.贫穷development n.发展2.Some information about developing & developed countries♦Geographical position & Distribution♦Problems & CausesTeaching aims:1. To arouse Ss interests in learning something about the developing and developed countries;2. To get Ss to learn some words to describe a country;Teaching difficulties:Help Ss remember the new words and analyze the differences and similarities between developing & developed countries.Teaching Procedures:Step1.Revision & Presentation1.T(teacher): Ask Ss some questions to arouse Ss’ interests1)How many countries can you named?2)Which country do you want to go or travel and why?2.T: Teach Ss to read the new words and correct their pronunciationStep2. Presentation & Drill1. Ask Ss to and match the countries with their continents in Activity 1 on P11.2. Ask Ss to match the words with the definitions in Activity 2.3. Ask Ss to say something about our country with the words given in Activity 2.T:♦China is a developing country♦Many people in some areas live in poverty.♦China is developing very quickly.Step3. Speaking1.T: Ask Ss a question1)What do you think are the two biggest problems for developing countries?(Poverty/hunger/disease/education)2.Ask Ss to discuss the topic (Activity 3)with their partners and take notes Step 4. HomeworkAsk Ss to review Introduction and preview Reading and V ocabulary.。
新外研版高中英语必修三unit2 核心重点单词讲解
Book3 U2核心重点单词讲解1. contribution n.贡献；捐款(赠)；投稿, 稿件make a contribution/contributions to 为….…做贡献contribute v. 捐献，贡献；造成；投稿contribute to (doing)sth导致…；向…投稿；有助于…contributor n.捐款人，捐助者contributory adj.促成的，起作用的eg. 1) He has made great contributions to the space development program.他对太空发展计划做出了巨大贡献。
2) Eating too much fat can contribute to heart disease and cause high blood pressure.摄入太多的脂肪会导致心脏病和高血压的发生。
2.relief n. 减轻；宽慰；救济物to one’s relief 使某人欣慰的是relief supplies 救济物资in/with relief 如释重负，松了口气relieve v. 缓解，解除，给...换班relieve one’s tension 缓解压力relieve her of her bag 接过她的包relieved adj. 感到宽慰/欣慰的be relieved to see/hear... 看到/听到...感到宽慰Eg. 1)Not until we succeed in letting wildlife live in peace can wen smile in relief.直到我们成功让于野生动植物平静地生活，我们才能如释重负地笑开颜。
2)His anxiety was relieved after the long talk with the teacher.与老师长谈后，他的焦虑减轻了。
外研版高中英语必修(三)第二单元 Developinging Ideas 阅读课教学反思
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Unit2Developing IdeasThe 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。
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-inTeacher’s activityThe teacher draws students’ attention to the title, and asks whether they know who Schindler is.Students’ activityThe students share what they know about Schindler.The purposeTo activate students’ background knowledge.Activity 1Teacher’s activity1. 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’ activity1. The students predict what the man might have done as required.2. The students share answers in pairs and then in class.The purposeTo stimulate the students to explore more through predicting.Activity 2Teacher’s activity1. 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’ activity1. The students read the text and check their predictions.2. The students use one sentence to summarize the main idea of the text.The purposeTo train students’ability of summarizing the main idea.Activity 3: Learning to learnTeacher’s activity1. 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 thenask students to answer:what is a biography?How are most biographies organized?Students’ activity1. 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 purposeTo help students understand the style and the key elements of biographies which will be applied to their writing task.Activity 4: Page 22 Part 3Teacher’s activity1.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’ activity1. 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 purposeTo guide students to understand how this biography is organized by sorting out the main events.A ctivity 5: Think & ShareTeacher’s activity1. 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 searchmore information of this kind and think about why people around the world risked their lives to help and contribute during WWII.Students’ activity1. 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 purpose1. 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 activity1. 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’ activity1. 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 purposeTo consolidate and integrate the language and content learnt.HomeworkTeacher’s activity1. 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’ activity1. 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 purposeTo 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：这节课是我和本校老师刘芹同课异构的一节课。
外研版高中英语选择性版必修第三册Unit2 Section Ⅲ 学案
Section ⅢDeveloping ideas－Reading1．a precious vase珍贵的花瓶2．an antique shop一家古玩店3．to the maximum达到极点/最大值4．polish your shoes擦亮你的鞋5．bark violently狂吠6．an essay on the causes of the First World War 关于第一次世界大战起因的论说文7．dominate imperial architecture主宰皇家建筑8．a class comprising 50 students由50名学生组成的班级1．restore v t．修复，整修→restoration n．(旧建筑或旧家具等的)修复，整修2．preserve v．维护，保护；保存→preservation n．维护，保护；保存3．architect n．建筑师→architecture n．建筑风格，建筑设计4．ambition n．雄心；志向；抱负→ ambitious adj．宏大的，艰巨的5．analysis n．分析→analyze/analyse v．分析6．associate v．与……有关→association n．协会；联合；联想1．range from...to...在……范围内变化2．bring... back to life 使……复活/恢复生机3．neither...nor...既不……也不……4．pass on...to...把……传递给……5．take on承担(责任)；呈现；决定做6．take up继续；接着讲7．day in，day out日复一日8．at one's own pace按自己的节奏9．originate from起源于10．leave behind留下，遗留1．[句型公式] if引导的虚拟条件句If it hadn't been for a three-episode documentary，outsiders would never have known that the plainly-dressed people working here are masters of their craft，who have spent their lives restoring precious antiques．要不是那三集纪录片，外面的人永远也不会知道，在这里工作的那些衣着朴素的人竟然都是精于各门技艺的大师，他们毕生都在修复珍贵的古董。
2019外研版高中英语必修三Unit2 Developing ideas 课件
2. A shocked Winton watched as the majority of people rose to their feet. ① feeling surprised by something very unexpected ② very offended because something seems immoral or socially unacceptable
2 Nicholas Winton was born on 19 May 1909 in London, to German-Jewish parents. The family later took British nationality. On leaving school, Winton worked in banks in Germany and France. He returned to Britain in 1931, where he worked in business.
2. He might have received various honours.
3. He might be from Britain.
4. He might work in business.
资料
Read the biography of Nicholas Winton.
Underline the words and phrases
1 It is August 1939, and a group of frightened children are boarding a train at Prague's Wilson Station. Their heartbroken parents do not join them. Indeed, they fear they may never see their children again. But they know that their children will live. These are among the 669 children, most of them Jewish, that Nicholas Winton will go on to save from death at the hands of the Nazis.
外研社高中英语必修第三册2-3 Developing ideas 课件(2)
Reading
Activity-2 While-reading Read the biography of Nicholas Winton and check your prediction in last activity.
Reading
Activity-2 While-reading Read the biography of Nicholas Winton and check your prediction in last activity.
Writing an essay
Activity-2 While-writing Now write an essay. Use the expressions in the box to help you.
Language Points
1. In Prague, Winton saw people living in terrible conditions and whose lives were in danger. • [句式分析] 非谓语动词living作people的定语,因与其逻辑上是主动关系,则用现
译为“某人的举动引起广泛关注”；“a respected figure”译为“值得尊敬的 人物”。 • [尝试翻译] 这项计划广泛地让公众注意到Winton（温顿）的举动,（因 此）全世界范围内,Winton（温顿）成为值得尊敬的人物。
Homework
- Think of someone you want to recommend as “Person of the Year”. You can choose a well-known person or someone you know. Complete the form about the person.