1、Unit 2 A lifes work 教案设计教案设计 单元主题单元主题 本单元主题语境是“人与自我” ，涉及的主题语境内容是工匠精神。本 单元介绍了历史上不同时期不同领域的杰出人物在各自的职业生涯中 对于工匠精神的理解和践行。 本单元的内容从 庖丁解牛 的故事开始， 依次介绍了美国著名摄影师Bill Cunningham、京剧表演艺术大师梅兰 芳、 “两弹一星”元勋科学家邓稼先、于敏和钱学森，故宫钟表修复师 王津以及“样式雷”家族。本单元旨在通过工匠精神这一话题，引入相 关词汇与语法结构，实现单元总目标，即引导学生在了解这些名人的事 迹后，能学习他们的工匠精神，克服困难，迎接挑战，培养钻研
2、探索的 精神，发现自己的人生价值，用无怨无悔的精神去实现人生理想。 单元目标单元目标 1. 语言能力目标 能够综合运用各种语言技能，读懂与工匠精神有关的话题，恰当运用所 学词汇及表达谈论和描述各领域杰出人物对工匠精神的践行和传承。 2. 文化意识目标 能够了解中外各行各业优秀人物的精神品质，学会做人做事，深化对本 单元主题的理解，树立“坚持不懈、精益求精”的人生态度。 3. 思维品质目标 能够通过比较、分析、联系实际生活，有逻辑、有层次地介绍杰出人物 的生平事迹，实现知识和思维能力的拓展与迁移。 4. 学习能力目标 能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过 程中，不断监控
3、、评价、反思和调整自己的学习内容和过程，提高分析 和解决问题的能力，提高自己的理解能力和表达能力。 Starting out 板块教学设计板块教学设计 （建议时长 1015 分钟，教师可根据教学实际酌情调整。 ） 课型课型 Viewing + Speaking 主题语境主题语境 人与自我优秀品质，正确人生态度 内容分析内容分析 一段视频呈现了关于中国古代庖丁解牛的故事，介绍了庖丁在多年 的解牛生涯过程中通过反复实践总结出的技巧和经验。三幅图分别呈现 了 Albert Einstein、 Frank Lloyd Wright 和 Johannes Brahms 三位名人及他 们有关“工匠精神”的
4、名言，旨在导入话题，激活学生已有的语言、背 景信息，激发学生对话题的兴趣，为整个单元的学习活动预热。 教学目标教学目标 1. 学生通过视频了解中国古代经典故事中的工匠精神。 2. 学生通过阅读名人名言了解他们对于成功的要素和个人品质的理解。 3. 学生能够通过“看” 、 “读” 、 “听” ，对“工匠精神”形成初步认识， 并能简单表达自己的观点和看法。 教学重点教学重点 1.引导学生通过观看视频材料，理解庖丁成功解牛的关键和技巧。 2. 引导学生通过阅读名言，了解名人对于成功要素的理解。 教学难点教学难点 1. 引导学生观看视频，记录信息要点和归纳主旨大意； 2. 引导学生反复朗读名言，讨论名
5、言传递的信息，并表达自己的观点。 教学策略教学策略 视听说法 Teaching contents Procedures Purposes Teachers activity Students activity Activity 1 1. T lists some new words that appear in the video and helps Ss to understand the meanings of the words. 2. T plays the video and asks Ss the questions in Activity 1. 3. T plays the vi
6、deo 1. Ss read the new words and try to understand the meanings of these words with the Ts help. 2. Ss watch the video, take notes about the key information and answer the questions in Activity 1. Get into the topic and get the initial understanding of the topic craftsmanship again and asks Ss to an
7、swer the questions in Activity 2 individually before checking the answers in the class. 3. Ss watch the video again and answer the questions in Activity 2. Activity 2 1. T introduces the related information about the three famous people and their quotes. 2. T asks student representatives to answer t
8、he question. 3. T asks Ss to read the quotes individually and try to translate them into Chinese. 4. T presents three English explanations to the quotes and asks Ss to match the explanations with the quotes. And asks Ss to answer the other questions in Activity 2. 1. Ss listen to the teachers introd
9、uction and talk about Question 1 in Activity 2. 2. Ss share their ideas about the question after the student representatives give the answers. 3. Ss read the quotes individually and try to translate the quotes. 4. Ss read and match the English explanations given by the Twith the quotes as fast as th
10、ey can. And answer the other questions. Arouse Ss interest in the topic and inspire them to think deeply about craftsmanship. Understanding ideas 板块教学设计板块教学设计 （建议时长 3035 分钟，教师可根据教学实际酌情调整。 ） 课型课型 Reading + Speaking 主题语境主题语境 人与自我优秀品质，正确人生态度，生命意义，社会责任 内容分析内容分析 本文是一篇新闻特写。文章介绍了美国传奇街拍摄影师Bill Cunningham 的专
11、业精神和人生哲学。读前活动让学生比较Bill Cunningham和一般时 尚摄影师的不同，旨在构建学生与课文话题及内容的联系，为课文学习 做铺垫。 读中活动对读前活动的推测进行验证， 帮助学生了解课文大意。 读后活动则通过主旨大意归纳、细节理解和开放式问答等活动，启发学 生深入思考，探究主题意义。 教学目标教学目标 1. 学生通过推测和略读， 获取课文大意，并根据课文内容准确理解课文 标题和作者的写作意图； 2. 学生通过精读，分析文章的总体结构，学习对比描述的写作方法； 3. 学生通过把课文内容和自身生活实际相联系， 思考Bill Cunningham的 人生哲学并从中获得启发和鼓励，加深
12、对工匠精神的理解，同时进一步 思考如何在学习上和生活上努力付出、精益求精并取得成功。 教学重点教学重点 引导学生通过运用预测，精读、略读等多种阅读技能，准确理解主旨、 标题及作者的写作意图。 教学难点教学难点 引导学生根据作者对比的写作方法和文章的叙述结构，深入思考Bill Cunningham的人生哲学，深化对工匠精神的理解。 教学策略教学策略 Task-Based Learning and then work in pairs 1. Ss review useful words and relevant phrases with the help of the real context.
13、2. Ss read the sentences in Activity 5 and try to understand the meanings. 3. Ss listen to the tape, finish the task, discuss the answers in groups and check the answer. 4. Ss listen to the tape again, take notes about the detailed information and finish Activity 6; and then do pair-work to Train Ss
14、 ability to listen for details and understand the intention of listening material as well as their ability to express themselves by giving reasons to support their opinions. to have a discussion about the information they get related to traditional crafts. 5. T divides Ss into groups and asks them t
15、o talk about the meanings and pragmatic function of the listed expressions and finish Activity 7. talk about traditional crafts using the information they get. 5. Ss work in groups and talk about the meanings and pragmatic function of the listed expressions and finish Activity 7. Activity 8 1. T pre
16、sents pictures or videos to lead in the topic of traditional crafts. 2. T asks Ss to read the passage individually and answer Questions 1 and 2 according to the information they get from the passage. 1. Ss watch the pictures or videos and think about the topic. 2. Ss read the passage, get the inform
17、ation and finish Questions 1 and 2 in Activity 8. Raise Ss awareness of protecting traditional crafts. Activity 9 1. T asks Ss to read and understand the text, focusing on the bold words and expressions. 2. T asks Ss to read the text again with the questions below and then divides Ss into groups to
18、discuss these questions. 3. T asks some groups to share their answers with other groups supplementing and 1. Ss read the text and try to guess the meanings of the bold words and expressions according to the context. 2. Ss search for the answers to the questions in the text and then share with their
19、group members. 3. Ss give their improved answers after the cooperation before Know about some words and expressions and the main idea of the passagethe 23 scientists contributions and their harsh conditions. assessing. listening to other groups opinions. Activity 10 1. T asks Ss to find the words an
20、d expressions about the qualities as many as possible in the text. 2. T divides Ss into groups to discuss how to put their findings into the boxes with four qualities. 3. T chooses some students to show their ideas and then encourages other students to supplement or assess. 4. T helps Ss brainstorm
21、words or expressions about positive qualities in Activity 9 and put them into the boxes. 5. T motives Ss to have a word competition among them, in which the winner presents more words or expressions. 1. Ss find the qualities the scientists have in the text. 2. Ss distinguish the words or expressions
22、 about qualities and put them into the right boxes. 3. Some Ss give their answers while others voice their own opinions to modify. 4. Ss think out other positive qualities, ones that are not mentioned in the text and add them into the suitable boxes. 5. Ss try their best to come up with words or exp
23、ressions about positive qualities scientists should have as many as possible, helping their own group to be the winner in the word competition. Having a better understanding of good qualities these scientists have. Activity 11 1. T assigns a task to Ss in pairs to introduce your favorite people with
24、 spirits of craftsmanship, using the 1. Ss describe their favorite people who dedicate their life to their work using the words and expressions Consolidate and integrate the language and content learnt. words and expressions in Activity 10 as many as possible. 2. T encourages pairs of Ss to show the
25、ir work, contributing to active interaction with each other. in Activity 10 as many as possible in pairs. 2. Ss share their description with the class while learning from other peers. Developing ideas 板块教学设计板块教学设计 （建议时长 8090 分钟，教师可根据教学实际酌情调整。 ） 课型课型 Reading + Writing 主题语境主题语境 人与自我工匠的日常工作和精神 内容分析内容分析
26、 本板块呈现了从另一角度反映单元主题的课文，语篇类型为记叙文，介 绍了故宫博物院钟表修复师王津日复一日、争分夺秒地修复国宝级钟表 文物的事迹；读写部分的范文是对“样式雷”家族的介绍。通过这一板 块的学习，学生能够加深对工匠精神的理解，并且初步掌握说明文的写 作内容和写作方法。 教学目标教学目标 1学生能够理解课文内容，了解到故宫博物院钟表文物修复的复杂和不 易，感受到钟表修复师王津耐得住寂寞，兢兢业业地做着修复工作的工 匠精神； 2 引导学生联系自身实际，加深对本单元主题意义的理解，启发学生理 解工匠精神和“一生做好一件事”的意义； 3 引导学生通过完成阅读任务和学习说明文的写作方法，运用所学
27、内容 写一篇说明文。 教学重点教学重点 引导学生读懂文章，了解故宫博物院钟表修复师王津日复一日、争分夺 秒地修复国宝级钟表的事迹和对“样式雷”家族的相关情况，对更多的 工匠和其精神有更深的理解。 教学难点教学难点 引导学生注重语言在思维层面的内化和输出。 教学策略教学策略 交际教学法、任务型教学法 Teaching contents Procedures Purposes Teachers activity Students activity Activity 1 1. T plays a video and asks Ss to watch and then find the answers
28、 to Questions1-3. 2. T plays the video again to help Ss double-check their answers. The video will be played more times if necessary. 3. T asks some Ss to give their answers, helping Ss check whether their answers are right or not. 4. T divides Ss into groups to discuss about Question 4. 5. T choose
29、s some groups to share their opinions and the answer to Question 4, asking other groups to supplement and carry out a free talk. 1. Ss read the Questions1-3 first and try to find the answers to them while watching the video. 2. Ss turn to T for help to watch the video again if they have difficulty a
30、nswering the questions. 3. Ss show and check their answers. . 4. Ss work with their partners to discuss about Question 4. 5. Ss show their answers to the whole class to learn from others to improve their own answers through a free talk. Lead to the topic and activate Ss background knowledge. Activit
31、y 2 1. T guides Ss to focus on the pictures, the title and the video they just watched, predicting what the text is about. 2. T asks some Ss to express their predictions and the reasons. 3. T asks Ss to skim the text to grasp the main idea of the text which can help check their predictions. 1. Ss fi
32、x their attention to the pictures and the title and then predict what the text is about with the help of the video they just watched. 2. Ss give their predictions and reasons to their peers. 3. Ss read the text quickly to find the main idea and prove whether their predictions are right or wrong. Cul
33、tivate the interest and curiosity about the topic and grasp the main idea of the text. Activity 3 1. T asks Ss to read the text carefully again and match the questions to the paragraphs. 2. T divides Ss into groups and asks them to summarise the main idea for each paragraph. 3. T asks each group of
34、Ss to check the matches and discuss about their answers to the questions. 4. T invites some groups to share their answers and their reasons with other groups to supplement. 1. Ss read the text carefully and do the matching exercise. 2. Ss summarise the main idea of each paragraph with the help of th
35、eir group. 3. Ss check their matching results according to the summaries and discuss with their partners about the answers to the questions. 5. Ss show their answers and reasons to get improved with others help. Check Ss understanding of the passage. Think & 1. T instructs Ss to discuss the answers
36、to 1. Ss discuss the four questions in groups on Deepen Ss understanding of the Share the questions in the part and provoke their deep thoughts on the basis of their own experiences, providing more background knowledge if necessary. 2. T asks some Ss to share their answers and others to supplement,
37、creating a free talk. the basis of their own experiences and with the help of T. 2. Ss share their opinions with others and carry out a free talk. passage and stimulate their thinking. Activity 4 1. T gets Ss prepared to deliver their speech by encouraging them to surf the Internet for some related
38、information to get further understanding of other masters restoration jobs in the Forbidden City. 2. T divides Ss into groups to discuss the five questions. 3. T helps Ss to fill up the form and get them ready for their speech. 4. T instructs and encourages Ss to show their presentations in the fron
39、t of the classroom. 5. T asks Ss to select the most persuasive speech 1. Ss surf the Internet for some resources about other masters restoration jobs in the Forbidden City and set out to prepare their speech. 2. Ss discuss the five questions with the members of their group. 3. Ss fill up the form an
40、d get prepared for the speech. 4. Ss deliver their speech in front of others. 5. Ss voice their opinions and give reasons for their choices about the most persuasive speech. Consolidate and integrate the language and content learnt. and explain their reasons, and then T gives a summary about how to
41、organise a speech and what speech skills to be used. 6. T helps Ss improve their speech and encourages them to present in front. Activity 5 1. T asks Ss to read the questions below the text and try to find the answers while reading the text. 2. T divides Ss into groups to discuss the answers to the
42、questions and underline the words and expressions describing the qualities of the Lei family. 3. T requires Ss to check the answers after some Ss presentations. 1. Ss read the questions below the text and read the text to find the answers. 2. Ss share their answers with their members in groups and u
43、nderline the words and expressions about the qualities. 3. Ss do their presentations and double-check their answers with each other. Know the stylistic features and contents of an expository essay, and lay a foundation for Activity 6. Activity 6-7 1. T leads Ss to analyse the structural features and
44、 contents of an expository essay with the version of Activity 5. 2. T asks Ss to choose one craftsman in their hearts and complete the 1. Ss think of the structural features and contents of an expository essay. 2. Ss finish their individual task of writing an expository essay Practise writing and po
45、lish an expository essay through peer evaluation. outline in Activity 6. 3. T guides Ss to finish their individual task of writing an expository essay according to Learning to learn. 4. T assigns Ss to read the others essay and optimise it in pairs. 5. T asks Ss to show their polished essays to get
46、others further feedback under Ts guidance. 3. Ss share their stories and give comments to each other. 4. Ss read the others essay and optimise it in pairs. 5. Ss show their polished essays to get others further feedback under Ts guidance. Presenting ideas & Reflection 板块教学设计板块教学设计 （Presenting ideas
47、和 Reflection 部分建议时长 8090 分钟， 教师可根据教学实际酌情调整。 ） 课型课型 Speaking 主题语境主题语境 人与自我工匠的日常工作和精神 内容分析内容分析 Presenting ideas板块要求学生思考两种观点人的一生是应该广泛涉 猎不同领域，还是应该坚持专注做好一件事然后寻找充足的论据支 持自己的观点，并组成正反两方进行辩论。本板块旨在通过观点的思考 与表达， 促进学生在真实的语境下综合运用语言， 相互合作， 展示个性， 充分表达自己对单元主题思想的理解和认识。 Reflection 板块引导学生能够在本单元学习过程中和结束时对自己的学 习行为和效果做出评估和
48、分析，对自己的优缺点和得失做出反思，并与 教师沟通改进方法。 教学目标教学目标 1引导学生通过本板块的学习，更深入地理解坚韧不拔的毅力、坚持 不懈的精神对于一个人的事业与人生的重要性，能够辩证地看待问题， 另辟蹊径，思考解决问题的办法； 2帮助学生熟悉辩论的流程，引导学生通过运用本单元所学的表达方 式，恰当表达自己的观点，有理有据地进行辩论； 3引导学生分组讨论并搜集论据，通过合理分工、协作完成辩论，培 养团队合作意识。 教学重点教学重点 1. 引导学生根据单元所学内容， 分析文本体裁特征和掌握关于工匠精神 的表达和加深对总结工匠精神的理解。 2. 引导学生从语言能力、 思维品质等方面对自己在
49、学习本单元后的效果 做出合理的评价。 教学难点教学难点 1. 指导学生使用本板块中的实用表达，关注内容的细节补充。 2. 引导学生如何客观科学地做好互评和自我评价。 教学策略教学策略 元认知策略、认知策略、交际策略和情感策略 Teaching contents Procedures Purposes Teachers activity Students activity Activity 1 1. T asks Ss to read the opinions of the two teenagers and the three questions below. 2. T divides Ss
50、into groups to discuss the two opinions and the answers. 3. T invites some representatives from some groups to the 1. Ss read the two short passages about the opinions of the two teenagers and the three questions below. 2. Ss brainstorm their ideas in groups. 3. Ss choose some representatives to sha
