Unit2Alife'sworkUnderstandingideas教案-高中英語選擇性

本單元整體內容如下：語篇題目課型主題內容主題意義Startingout視聽庖丁解牛的經驗和技巧；引用三位名人名言引出“工匠精神”。引出“工匠精神”。Understandingideas閱讀美國攝影藝術家BillCunningham的專業(yè)精神和人生哲學。加深對“工匠精神”的理解。引導學生思考如何在學習和生活中努力付出，精益求精并取得成功。UnderstandingideasLifeBehindtheLens語法RuthBancroft的花園介紹。體會“工匠精神”的突出貢獻及所需要的堅持不懈優(yōu)秀品質，不怕困難的專注行為。認識到傳統(tǒng)手工藝失傳現狀，提高保護傳統(tǒng)手工藝技術的意識。綜合語言運用京劇表演藝術家梅蘭芳的藝術貢獻；傳統(tǒng)手工藝的逐漸失傳和“兩彈一星”元勛科學家的優(yōu)秀品質。DevelopingideasMastersofTime閱讀介紹了故宮博物院鐘表修復師王津日復一日，爭分奪秒地修復鐘表文物的事跡。認識到“工匠精神”的高超技術要求及耐得住寂寞的優(yōu)秀品質。寫作“樣式雷”家族的介紹“工匠精神”的歷史地位及貢獻。Presentingideas綜合語言運用辯論“一人一生一事”是否值得。辯證看待“一人一生一事”的價值選擇以及“工匠精神”所需要的精神品質和踐行需求?；谡w內容分析，建立如下教學邏輯：工匠精神（大觀念）子觀念1（7課時）子觀念2（1課時）子觀念3（1課時）通過古今中外人物具體事跡，傳統(tǒng)手工藝逐漸失傳的辯證的看待“一人一生一事”逐步加深對“工匠精神”現狀及應對措施。的價值選擇。的理解。明確工匠精神所需要的各種優(yōu)秀品質。 Startingout（1課時）Usinglanguage傳統(tǒng)手工藝失傳現狀的認識PresentingideasUnderstandingideas（2課時）Usinglanguage（2課時）（梅蘭芳介紹）（“兩彈一星”科學家介紹）Developingideas（2課時）單元主題意義探究主線：全面理解并建構“Craftsmanship”的內涵，辯證地看待“一人一生一事”的價值選擇以及“工匠精神”所需要的精神品質和踐行需求。本課的教學內容LifeBehindtheLens選自外研版新教材選擇性必修三Unit2Understandingideas板塊。本課教學內容除了在橫向上探究主題意義“Craftsmanship”這個大觀念下的子觀念1——加深對“工匠精神”的理解，明確“工匠精神”所需要的各種優(yōu)秀品質外，在整個外研版新教材中關于語篇類型新聞報道——人物特寫的學習，也起到了縱向上的承上啟下的作用。加深了學生對這一體裁的理解，豐富了對這一體裁的認知。在外研版新教材中，關于人物特寫的文章共出現了5次，分別是JustaBrother(必修一Unit3Developingideas)、TheWellThatChangetheWorld（必修三Unit2Understandingideas）、LifeBehindtheLens（選擇性必修三Unit2Understandingideas）、MastersofTime（必修三Unit2Developingideas）、BusinessBlossoms（選擇性必修四Unit4Understandingideas）.因此，本課的語篇類型是在學生已有基礎上進行學習，逐步加深對這一語篇類型的深化。教師課堂活動設計：StagesTeacher’sActivitiesStudents’ActivitiesPurposesPrereadingUsingKWLtabletoreviewandinspirestudents’intereststolearnmoreaboutthegenreFeature.pletetheKWLtableaboutKandWpart.1.Recallwhattheyhavelearnedtoexploremore.2.Inspirestudents’interestsaboutthegenreFeature.WhilereadingGuidethestudentstopredictthemaincontentofthepassageaccordingtothetitleandthepicture.Makepredictionsaccordingtothetitleandthepicture.HowtousemultimodaldiscoursegetinformationByviewingtopredictreasonably.2.Askthestudentstoskimthepassageandfindthemainstructureofthepassageandcheck.Skimthepassageandsharetheiranswers.Toobtainthestructureofthewholepassage.Guidethestudentstoreadparagraph12andfindthecloseupshotanddescriptionhookandtheoldman’smoredetailedinformation.ReadParagraph12andfindtheanswers.Tocheckstudents’predictionbymoredetailedinformation.Payattentiontothetransitions.Guidethestudentstoreadparagraph34andfindthereasonswhyhewasgreatandleadthestudentstochecktheirpredictionsagainbyreanalyzingthetitle.ReadParagraph34andfindtheanswers.Checktheirpredictionsagainbyreanalyzingthetitle.Toregulatetheirlearningprocessbypredictionsandchecks.Guidethestudents’tofindtheoldman’slifephilosophybyreadingPara56ReadPara56tofindmoreexamplesoftheoldman’sapproachtolifebyfillingouttheform.Topayattentiontothetransitions.Infertheoldman’slifephilosophy.Leadthestudentstoreadments.Findtheauthor’smentandexplainwhy.Obtaintheinformationandinferinformationbythegivenfacts.PostreadingInspirethestudentstohavetheirownmentsontheoldman.Showtheirownmentsbygivingreason.Todevelopstudents’logicalabilitybyshowingtheirreasons.Leadthestudentstothinkcritically.Showtheiropinionsonwhetherdoingathingwithone’sentirelifeismeaningful.Todevelopstudents’integratedlanguagepetence,learningabilityandalsothinkingqualities.Guidethestudentstoinfertheauthor’swritingpurposebyintroducingthespiritof“Craftsmanship”.Groupdiscussionaboutthewritingpurpose.Infertheauthor’sattitudeandvaluesandthethemeofthepassage.Homework1.pleteyourGuidedlearningsheetandfinishSelfevaluationand