Unit2Alife'sworkUnderstandingideas教案-高中英語選擇性

本單元整體內(nèi)容如下：語篇題目課型主題內(nèi)容主題意義Startingout視聽庖丁解牛的經(jīng)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(shù)家BillCunningham的專業(yè)精神和人生哲學(xué)。加深對“工匠精神”的理解。引導(dǎo)學(xué)生思考如何在學(xué)習(xí)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(xiàn)及所需要的堅持不懈優(yōu)秀品質(zhì)，不怕困難的專注行為。認(rèn)識到傳統(tǒng)手工藝失傳現(xiàn)狀，提高保護(hù)傳統(tǒng)手工藝技術(shù)的意識。綜合語言運(yùn)用京劇表演藝術(shù)家梅蘭芳的藝術(shù)貢獻(xiàn)；傳統(tǒng)手工藝的逐漸失傳和“兩彈一星”元勛科學(xué)家的優(yōu)秀品質(zhì)。DevelopingideasMastersofTime閱讀介紹了故宮博物院鐘表修復(fù)師王津日復(fù)一日，爭分奪秒地修復(fù)鐘表文物的事跡。認(rèn)識到“工匠精神”的高超技術(shù)要求及耐得住寂寞的優(yōu)秀品質(zhì)。寫作“樣式雷”家族的介紹“工匠精神”的歷史地位及貢獻(xiàn)。Presentingideas綜合語言運(yùn)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(zhì)和踐行需求。基于整體內(nèi)容分析，建立如下教學(xué)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(xiàn)狀及應(yīng)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(zhì)。 Startingout（1課時）Usinglanguage傳統(tǒng)手工藝失傳現(xiàn)狀的認(rèn)識PresentingideasUnderstandingideas（2課時）Usinglanguage（2課時）（梅蘭芳介紹）（“兩彈一星”科學(xué)家介紹）Developingideas（2課時）單元主題意義探究主線：全面理解并建構(gòu)“Craftsmanship”的內(nèi)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(zhì)和踐行需求。本課的教學(xué)內(nèi)容LifeBehindtheLens選自外研版新教材選擇性必修三Unit2Understandingideas板塊。本課教學(xué)內(nèi)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(zhì)外，在整個外研版新教材中關(guān)于語篇類型新聞報道——人物特寫的學(xué)習(xí)，也起到了縱向上的承上啟下的作用。加深了學(xué)生對這一體裁的理解，豐富了對這一體裁的認(rèn)知。在外研版新教材中，關(guān)于人物特寫的文章共出現(xiàn)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(xué)生已有基礎(chǔ)上進(jìn)行學(xué)習(xí)，逐步加深對這一語篇類型的深化。教師課堂活動設(shè)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