外研版（2019）选择性必修第三册 Unit2 A life’s work Starting out and Understanding ideas 名师教学设计
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| 名称 | 外研版（2019）选择性必修第三册 Unit2 A life’s work Starting out and Understanding ideas 名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-05 13:51:24 | ||
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Unit 2 Starting out & Understanding ideas 名师教学设计
课时内容
Life behind the lens
主题语境：人与自我
主题群：做人与做事
子主题：优秀品行
语篇类型：新闻报道
文本分析：
[What]本节课包含Starting out和Understanding ideas两部分。
Starting out是导入部分，首先呈现一段视频，介绍庄子的一则寓言故事——《庖丁解牛》；然后要求学生了解Albert Einstein、Frank Lloyd Wright和 Johannes Brahms三位名人的生平简介和学习他们的名言。
Understanding ideas是一篇新闻报道，介绍了美国传奇街拍摄影师Bill Cunningham的专业精神和人生哲学。
[Why]通过判断主旨大意、理解文章结构、回答问题等活动，引导学生进一步理解和赏析文本，从摄影师Bill Cunningham的人生哲学中获得启发，加深对主题意义的探究，学习他的工匠精神，并运用到自己的生活和学习中。
[How]文章运用对比描述的写作手法，从外貌﹑穿着、与众不同之处、工作热情、居住环境、高贵品质、自我评价等方面对摄影师Bill Cunningham进行介绍。
课时目标
1. 获取文本主旨大意，了解寓言故事《庖丁解牛》和三则名言以及新闻报道的主旨大意。
2. 学会通过阅读，了解文本结构和选择合适的标题。
3. 学习和运用对比描述的写作手法。
4. 精读课文，学习主人公Bill Cunningham的专业精神和人生哲学，从中获得启示，并联系实际，在生活和学习中精益求精，不断完善自己。
重点难点
重点：
1. 理解寓言故事背后的寓意。
2. 理解新闻报道的结构和文本大意。
难点：
理解和学习主人公的专业精神和人生哲学，形成正确的自我认知，发现自己的人生价值。
教学准备
教师准备：
1. 视频及播放设备。
2. 寓言故事《庖丁解牛》、三位名人的生平和名言及Bill Cunningham 的生平等相关知识。
学生准备：
1. 预习本课词汇。
2. 反思自己对待生活和学习的态度。
教学过程
Step I学习理解
活动一：感知与注意
1. Watch a video.
(1) Ask students to search for some information about the structure of an ox, take notes while watching the video, and then answer a question.
·How did Cook Ding compare himself to other cooks
(2) Check the answer.
Suggested answer: Cook Ding compared himself to other cooks by comparing how often they had to change their knives.
(3) Play the video the second time and let students answer the other question.
·What lesson did Lord Wenhui learn from Cook Ding
(4) Check the answer. Play the video again if needed.
Suggested answer: Lord Wenhui learnt that it is important to study the principles of doing things, and to have perseverance, concentration, wisdom and devotion to one’s craft.
【设计意图】首先鼓励学生了解牛的身体构造，学习相关词汇，再带领学生观看《庖丁解牛》的视频，了解故事内容，激活背景信息，引入话题。
2. Read quotes.
(1) Look at pictures and learn basic information about the people.
I know the price of success: dedication, hard work, and an unremitting devotion to the things you want to see happen. Frank Lloyed wright It’s not that I’m so smart, it’s just that I stay with problems longer. Albert Einstein Without craftsmanship, inspiration is a mere reed shaken in the wind. Johannes Brahms
Background information: ◆Frank Lloyd Wright (1867～1959) Frank Lloyd Wright was an American architect, interior designer, writer and educator whose revolutionary “organic architecture” earned him a defining role in early 20th century architectural movements. His structures were designed to be inharmony with the people who inhabited them as well as their natural surroundings. Over the course of his long and prolific career, Wright designed over 1, 000structures, 532 of which were completed, no fewer than 12 of which are among the Architectural Record’s hundred most important buildings of the century. ◆Albert Einstein (1879～1955) The work of German-born scientist Albert Einstein changed the field of physics forever, and vastly expanded people’s understanding of the universe. His theory of relativity, one of the fundamental theories of modern physics, and the equation E=mc2 paved the way to the development of atomic power. He was awarded the Nobel Prize in Physics 1921. ◆Johannes Brahms (1833～1897) Johannes Brahms was a composer, pianist and conductor of the Romantic period. German-born, he lived a large part of his life in the Austrian capital of Vienna. Himself a virtuosic pianist, he wrote music for the piano and the organ, as well as the symphony orchestra, the chamber ensemble and voice. Although being one of the most celebrated Romantic composers, Brahms was a relatively traditional composer due to his drawing on the form and order of the Classical period.
(2) Ask students to read the quotes and try to translate them into Chinese.
(3) Ask students to answer the questions below.
·What is your understanding of these quotes Pay special attention to “the price of success”, “stay with problems longer” and “a mere reed shaken in the wind”.
·What qualities does each of these quotes convey
·Which of these quotes is the most meaningful to you Give your reasons.
(4) Have students share answers in groups and in class.
(5) Check answers as a class.
Suggested answers: ·(略) ·The quote by Albert Einstein conveys the quality of perseverance. The quote by Frank Lloyd Wright conveys the quality of commitment. The quote by Johannes Brahms conveys the qualities of skill and aptitude. ·(略)
【设计意图】引导学生观看三位名人的图片、了解他们的背景信息(职业、生平、国籍、成就等)、学习名言、展开讨论，并针对主题发表自己的观点，激活学生的学习兴趣，为下一步的学习做铺垫。
3. Look and answer.
(1) Ask students to look at the pictures and discuss.
图片1 图片2
(2) Tell students to answer questions below and share in class. Then teacher evaluates students’ answers.
·What differences are there between these two photographers
·What do you think they each want to show through their works
·What does the first picture tell you about the photographer
【设计意图】通过观察和比较两幅图片，讨论图片所传达的意思，引导学生发现图一摄影师的独特之处，为下一步的文本阅读做好准备。
活动二：获取与梳理
1. Predict.
(1) Encourage students to look at the old man’s photo carefully and predict why he is special.
(2) Learn the basic information about Bill Cunningham.
Background information: Bill Cunningham (1929~2016) was an American fashion photographer. famous for his candid photography, in particular that taken on the streets of New York. As a fashion journalist in his early career, his photography caught the attention of an American newspaper, for which he reported from 1978 until his death in 2016. Shunning material wealth throughout his long and successful life, Cunningham’s philosophy was “If you don’t take their money, they can’t tell you what to do, kid.”
2. Read.
Ask students to read the passage and check the answers to the three questions above.
Suggested answers: ·The photographer in the first picture is working on the street with a single, easy-to-carry camera. The photographer in the second picture is working in a studio with expensive, technologically-advanced equipment. ·(略) ·The first picture tells us about the photographer’s approach to his work and his interest in people’s day-to-day lives.
3. Reread.
(1) Have students reread the passage and draw a diagram of this passage.
(2) Ask students to compare the diagram below with their own and organise information from the passage to complete it.
Beliefs about fashion ·Fashion is not restricted to ①________. ·It belongs to ②________. ·It is about what people are wearing, not ③________.
Devotion to photography ·Regardless of the weather, he would ④________. ·He wouldn’t back until ⑤________. ·He hardly ever ⑥________.
Life philosophy ·He lived in ⑦________. ·He ate ⑧________. ·He never accepted ⑨________ and valued ⑩________.
Suggested answers: ①high society and big brands ②the people ③who they are ④go out onto the streets of New York ⑤he knew he had the right photos ⑥took a day off and not once stayed home sick ⑦a small apartment with a shared washroom ⑧the same meal of sausages, eggs and coffee ⑨the benefits offered to him for being a fashion photographer ⑩his integrity and would not be bought by anyone
【设计意图】首先通过观察图片，引导学生预测文本内容，带领学生学习主人公Bill Cunningham的相关信息，为下一步文本阅读奠定基础。然后阅读文本，寻找问题答案，获取更多细节信息。鼓励学生绘制文章结构图，然后与课本上的结构图进行对比，引导学生梳理文本结构和主要信息进一步解读文本，鼓励学生从语篇中获得新知，建立信息间的关联，形成新的认知结构，理解语言所表达的意义，培养学生深层理解语篇和探讨主题意义的能力，扩展学生的批判性思维。
活动三：概括与整合
Share the feelings of reading.
Ask students to share the feelings of reading by answering the following question.
·Have you found anything you feel inspired from Bill Cunningham
【设计意图】以分享阅读感受为任务，驱动学生独立思考，使学生学会深思文本中主人公身上折射出的高贵品质以及自己受到的启发，树立正确的人生理想。
Step II 应用实践
活动四：描述与阐释
1. Group work.
(1) Ask students to work in groups of two. One prepares a presentation to introduce Bill Cunningham, while the other introduces other photographers. Then discuss the differences between them.
(2) Ask the class to share differences in groups.
(3) Encourage students to give their ideas in class.
2. Write a summary.
Divide the whole class into several groups, and ask each group to write a summary about Bill Cunningham. Share it in class.
活动五：分析与判断
1. Ask students to repeat the words and expressions they learnt in the passage.
2. Ask students to choose another suitable title for the passage and give their reasons.
①Social Butterfly ②Art and Devotion ③Follower of Fashion ④A Life in Photographs
Suggested answer: ④
【设计意图】在学习理解类活动的基础上，要求学生对主人公 Bill Cunningham和其他摄影师展开阐释，讨论他们的不同之处，并写关于 Bill Cunningham的概要，然后指导学生围绕主题和所形成的新的知识结构为文本选择另一个合适的标题，检验学生对课文主旨大意的理解情况，促进语言运用的自动化，助力学生将知识转化为能力。
Step III 迁移创新
活动六：推理与论证
Group work.
Discuss why the author writes this passage.
【设计意图】引导学生探讨作者的写作目的，加深对主题意义的理解，了解文本反映的专业精神和人生哲学。
活动七：批判与评价
赏析语篇的写作手法和特殊句型，探讨其与主题意义的关联。
(1) Learn.
①比较法
比较法是对两个对象进行比较，从而进行说明的写作手法。比较法又可细分为比较相同点(comparison)和比较不同点(contrast)两种方法。
②举例法
举例法是用具体的例子来说明要表达的意思。
③图片说明文字
用文字对图片进行解说和描述，突出人物的形象特征。
④强调句
通过各种方式对句子中的某个部分进行强调，从而给对方以深刻的印象。
⑤倒装句
为了强调、突出某些内容而颠倒原有语序的句式叫倒装句。
(2) Apply.
How are these methods applied in the reading passage
Suggested answers: ①比较法 ·It certainly wasn’t the use of expensive, technologically-advanced equipment. Cunningham always used simple, relatively cheap cameras and took all his pictures on the streets of New York, not in a studio. ·Through his fascination with what people were wearing, and not who they were, he opened the doors of fashion to everyone—fashion as he saw it belonged to the people, not just to high society and big brands. ·He would even stay outside in a storm, not coming back until he knew he had the right photos. He hardly ever took a day off and not once stayed home sick. ·And if he went to a celebrity party, he was there to work rather than have fun. ·“Money’s the cheapest thing,” he once said, then added: “...freedom is the most expensive.” ·Bill Cunningham was an observer, and not one of the observed, a worker not a star—and this was how he wanted it. ②举例法 ·He found inspiration where others could not, in simple, everyday scenes, such as a man buying oranges at the local grocery store, or a woman riding home on the graffiti-covered subway. ③图片说明文字 ·A white-haired old man riding an ordinary bicycle around the streets of New York, always wearing the same blue worker’s jacket and simple black running shoes. ④强调句 ·...it was within their reality that Cunningham saw both beauty and potential. ⑤倒装句 ·Nor was it a wide range of contacts and connections.
【设计意图】赏析语篇写作手法，帮助学生探讨语篇的微观组织结构和宏观组织结构，学习修辞手段在语篇中的表意功能及常见用法，学习语篇中非文字表意形式和手段的表意功能，有意识地渗透语篇基本知识，帮助学生形成语篇意识，从而提高理解语篇意义的能力。
活动八：想象与创造
1. Think and share.
(1) Encourage students to come up with five words or expressions to describe Bill Cunningham and give their reasons.
(2) Have students discuss the following questions.
·What is your understanding of Bill Cunningham’s words “Money’s the cheapest thing”
·Why is Bill Cunningham called a “cultural anthropologist”
·What can you learn from Bill Cunningham Share your thoughts with the class.
·What text types have you learnt about to help you describe people If you were to write about Bill Cunningham, which would you choose
Suggested answers: ·(略) ·Bill Cunningham is called a “cultural anthropologist” because his photography captured and created an everlasting record of the life of New York and its people over half a century. ·(略) ·(略)
【设计意图】引导学生分组活动，展开讨论，归纳出至少五个可以描述Bill Cunningham的词汇或表达，进一步理解文章主题。同时鼓励学生在深入理解课文的同时联系自身实际，表达自己的观点，进行知识和思维能力的拓展和迁移，培养高阶思维。
2. Appreciate.
Show some photos taken by Bill Cunningham to students and request them to share their feelings after appreciating.
【设计意图】展示Bill Cunningham的摄影作品，通过欣赏来缅怀这位已逝的摄影艺术大师，鼓励学生就此展开讨论并分享自己的感悟，学习他的工匠精神——永远对摄影保持着一颗炽热的心，数十年如一日的坚持严格要求自己。
3. Compete.
(1) Hold a photograph contest for students.
(2) Ask students to take photos with their hearts in daily life and choose one to compete in this contest.
(3) The winners tell the rest why they took the photo and share their ideas about photography.
【设计意图】开展摄影比赛，要求学生课后用心拍摄一些照片，选出心中最“美”的一张参赛，鼓励获奖者分享拍摄心得。通过这些活动，可以让学生懂得：美无处不在，时尚属于民众及Bill Cunningham对摄影的奉献精神。
4. Discuss.
Ask students to learn what Chairman Xi said, share their thoughts and talk about what they will do in life.
习近平总书记强调，劳动创造幸福，实干成就伟业。希望广大劳动群众大力弘扬劳模精神、劳动精神、工匠精神，勤于创造、勇于奋斗，更好发挥主力军作用，满怀信心投身全面建设社会主义现代化国家、实现中华民族伟大复兴中国梦的伟大事业。
【设计意图】要求学生通过学习习近平总书记的话，联系实际，谈谈自己应怎样在生活中运用“工匠精神”，引导学生学会做人做事，成长为有文明素养和社会责任感的人。
板书设计
Unit 2 A life’s work Period I Starting out & Understanding ideas Ⅰ. 学习理解 活动一：感知与注意 1. Watch a video. 2. Read quotes. 3. Look and answer. 活动二：获取与梳理 1. Predict. 2. Read. 3. Reread. 活动三：概括与整合 Share the feelings of reading. Ⅱ. 应用实践 活动四：描述与阐释 1. Group work. 2. Write a summary. 活动五：分析与判断 1. Repeat the words and expressions. 2. Choose another suitable title. Ⅲ. 迁移创新 活动六：推理与论证 Group work. 活动七：批判与评价 赏析语篇的写作手法和特殊句型，探讨其与主题意义的关联。 (1) Learn. (2) Apply. 活动八：想象与创造 1. Think and share. 2. Appreciate. 3. Compete. 4. Discuss.
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课时内容
Life behind the lens
主题语境：人与自我
主题群：做人与做事
子主题：优秀品行
语篇类型：新闻报道
文本分析：
[What]本节课包含Starting out和Understanding ideas两部分。
Starting out是导入部分，首先呈现一段视频，介绍庄子的一则寓言故事——《庖丁解牛》；然后要求学生了解Albert Einstein、Frank Lloyd Wright和 Johannes Brahms三位名人的生平简介和学习他们的名言。
Understanding ideas是一篇新闻报道，介绍了美国传奇街拍摄影师Bill Cunningham的专业精神和人生哲学。
[Why]通过判断主旨大意、理解文章结构、回答问题等活动，引导学生进一步理解和赏析文本，从摄影师Bill Cunningham的人生哲学中获得启发，加深对主题意义的探究，学习他的工匠精神，并运用到自己的生活和学习中。
[How]文章运用对比描述的写作手法，从外貌﹑穿着、与众不同之处、工作热情、居住环境、高贵品质、自我评价等方面对摄影师Bill Cunningham进行介绍。
课时目标
1. 获取文本主旨大意，了解寓言故事《庖丁解牛》和三则名言以及新闻报道的主旨大意。
2. 学会通过阅读，了解文本结构和选择合适的标题。
3. 学习和运用对比描述的写作手法。
4. 精读课文，学习主人公Bill Cunningham的专业精神和人生哲学，从中获得启示，并联系实际，在生活和学习中精益求精，不断完善自己。
重点难点
重点：
1. 理解寓言故事背后的寓意。
2. 理解新闻报道的结构和文本大意。
难点：
理解和学习主人公的专业精神和人生哲学，形成正确的自我认知，发现自己的人生价值。
教学准备
教师准备：
1. 视频及播放设备。
2. 寓言故事《庖丁解牛》、三位名人的生平和名言及Bill Cunningham 的生平等相关知识。
学生准备：
1. 预习本课词汇。
2. 反思自己对待生活和学习的态度。
教学过程
Step I学习理解
活动一：感知与注意
1. Watch a video.
(1) Ask students to search for some information about the structure of an ox, take notes while watching the video, and then answer a question.
·How did Cook Ding compare himself to other cooks
(2) Check the answer.
Suggested answer: Cook Ding compared himself to other cooks by comparing how often they had to change their knives.
(3) Play the video the second time and let students answer the other question.
·What lesson did Lord Wenhui learn from Cook Ding
(4) Check the answer. Play the video again if needed.
Suggested answer: Lord Wenhui learnt that it is important to study the principles of doing things, and to have perseverance, concentration, wisdom and devotion to one’s craft.
【设计意图】首先鼓励学生了解牛的身体构造，学习相关词汇，再带领学生观看《庖丁解牛》的视频，了解故事内容，激活背景信息，引入话题。
2. Read quotes.
(1) Look at pictures and learn basic information about the people.
I know the price of success: dedication, hard work, and an unremitting devotion to the things you want to see happen. Frank Lloyed wright It’s not that I’m so smart, it’s just that I stay with problems longer. Albert Einstein Without craftsmanship, inspiration is a mere reed shaken in the wind. Johannes Brahms
Background information: ◆Frank Lloyd Wright (1867～1959) Frank Lloyd Wright was an American architect, interior designer, writer and educator whose revolutionary “organic architecture” earned him a defining role in early 20th century architectural movements. His structures were designed to be inharmony with the people who inhabited them as well as their natural surroundings. Over the course of his long and prolific career, Wright designed over 1, 000structures, 532 of which were completed, no fewer than 12 of which are among the Architectural Record’s hundred most important buildings of the century. ◆Albert Einstein (1879～1955) The work of German-born scientist Albert Einstein changed the field of physics forever, and vastly expanded people’s understanding of the universe. His theory of relativity, one of the fundamental theories of modern physics, and the equation E=mc2 paved the way to the development of atomic power. He was awarded the Nobel Prize in Physics 1921. ◆Johannes Brahms (1833～1897) Johannes Brahms was a composer, pianist and conductor of the Romantic period. German-born, he lived a large part of his life in the Austrian capital of Vienna. Himself a virtuosic pianist, he wrote music for the piano and the organ, as well as the symphony orchestra, the chamber ensemble and voice. Although being one of the most celebrated Romantic composers, Brahms was a relatively traditional composer due to his drawing on the form and order of the Classical period.
(2) Ask students to read the quotes and try to translate them into Chinese.
(3) Ask students to answer the questions below.
·What is your understanding of these quotes Pay special attention to “the price of success”, “stay with problems longer” and “a mere reed shaken in the wind”.
·What qualities does each of these quotes convey
·Which of these quotes is the most meaningful to you Give your reasons.
(4) Have students share answers in groups and in class.
(5) Check answers as a class.
Suggested answers: ·(略) ·The quote by Albert Einstein conveys the quality of perseverance. The quote by Frank Lloyd Wright conveys the quality of commitment. The quote by Johannes Brahms conveys the qualities of skill and aptitude. ·(略)
【设计意图】引导学生观看三位名人的图片、了解他们的背景信息(职业、生平、国籍、成就等)、学习名言、展开讨论，并针对主题发表自己的观点，激活学生的学习兴趣，为下一步的学习做铺垫。
3. Look and answer.
(1) Ask students to look at the pictures and discuss.
图片1 图片2
(2) Tell students to answer questions below and share in class. Then teacher evaluates students’ answers.
·What differences are there between these two photographers
·What do you think they each want to show through their works
·What does the first picture tell you about the photographer
【设计意图】通过观察和比较两幅图片，讨论图片所传达的意思，引导学生发现图一摄影师的独特之处，为下一步的文本阅读做好准备。
活动二：获取与梳理
1. Predict.
(1) Encourage students to look at the old man’s photo carefully and predict why he is special.
(2) Learn the basic information about Bill Cunningham.
Background information: Bill Cunningham (1929~2016) was an American fashion photographer. famous for his candid photography, in particular that taken on the streets of New York. As a fashion journalist in his early career, his photography caught the attention of an American newspaper, for which he reported from 1978 until his death in 2016. Shunning material wealth throughout his long and successful life, Cunningham’s philosophy was “If you don’t take their money, they can’t tell you what to do, kid.”
2. Read.
Ask students to read the passage and check the answers to the three questions above.
Suggested answers: ·The photographer in the first picture is working on the street with a single, easy-to-carry camera. The photographer in the second picture is working in a studio with expensive, technologically-advanced equipment. ·(略) ·The first picture tells us about the photographer’s approach to his work and his interest in people’s day-to-day lives.
3. Reread.
(1) Have students reread the passage and draw a diagram of this passage.
(2) Ask students to compare the diagram below with their own and organise information from the passage to complete it.
Beliefs about fashion ·Fashion is not restricted to ①________. ·It belongs to ②________. ·It is about what people are wearing, not ③________.
Devotion to photography ·Regardless of the weather, he would ④________. ·He wouldn’t back until ⑤________. ·He hardly ever ⑥________.
Life philosophy ·He lived in ⑦________. ·He ate ⑧________. ·He never accepted ⑨________ and valued ⑩________.
Suggested answers: ①high society and big brands ②the people ③who they are ④go out onto the streets of New York ⑤he knew he had the right photos ⑥took a day off and not once stayed home sick ⑦a small apartment with a shared washroom ⑧the same meal of sausages, eggs and coffee ⑨the benefits offered to him for being a fashion photographer ⑩his integrity and would not be bought by anyone
【设计意图】首先通过观察图片，引导学生预测文本内容，带领学生学习主人公Bill Cunningham的相关信息，为下一步文本阅读奠定基础。然后阅读文本，寻找问题答案，获取更多细节信息。鼓励学生绘制文章结构图，然后与课本上的结构图进行对比，引导学生梳理文本结构和主要信息进一步解读文本，鼓励学生从语篇中获得新知，建立信息间的关联，形成新的认知结构，理解语言所表达的意义，培养学生深层理解语篇和探讨主题意义的能力，扩展学生的批判性思维。
活动三：概括与整合
Share the feelings of reading.
Ask students to share the feelings of reading by answering the following question.
·Have you found anything you feel inspired from Bill Cunningham
【设计意图】以分享阅读感受为任务，驱动学生独立思考，使学生学会深思文本中主人公身上折射出的高贵品质以及自己受到的启发，树立正确的人生理想。
Step II 应用实践
活动四：描述与阐释
1. Group work.
(1) Ask students to work in groups of two. One prepares a presentation to introduce Bill Cunningham, while the other introduces other photographers. Then discuss the differences between them.
(2) Ask the class to share differences in groups.
(3) Encourage students to give their ideas in class.
2. Write a summary.
Divide the whole class into several groups, and ask each group to write a summary about Bill Cunningham. Share it in class.
活动五：分析与判断
1. Ask students to repeat the words and expressions they learnt in the passage.
2. Ask students to choose another suitable title for the passage and give their reasons.
①Social Butterfly ②Art and Devotion ③Follower of Fashion ④A Life in Photographs
Suggested answer: ④
【设计意图】在学习理解类活动的基础上，要求学生对主人公 Bill Cunningham和其他摄影师展开阐释，讨论他们的不同之处，并写关于 Bill Cunningham的概要，然后指导学生围绕主题和所形成的新的知识结构为文本选择另一个合适的标题，检验学生对课文主旨大意的理解情况，促进语言运用的自动化，助力学生将知识转化为能力。
Step III 迁移创新
活动六：推理与论证
Group work.
Discuss why the author writes this passage.
【设计意图】引导学生探讨作者的写作目的，加深对主题意义的理解，了解文本反映的专业精神和人生哲学。
活动七：批判与评价
赏析语篇的写作手法和特殊句型，探讨其与主题意义的关联。
(1) Learn.
①比较法
比较法是对两个对象进行比较，从而进行说明的写作手法。比较法又可细分为比较相同点(comparison)和比较不同点(contrast)两种方法。
②举例法
举例法是用具体的例子来说明要表达的意思。
③图片说明文字
用文字对图片进行解说和描述，突出人物的形象特征。
④强调句
通过各种方式对句子中的某个部分进行强调，从而给对方以深刻的印象。
⑤倒装句
为了强调、突出某些内容而颠倒原有语序的句式叫倒装句。
(2) Apply.
How are these methods applied in the reading passage
Suggested answers: ①比较法 ·It certainly wasn’t the use of expensive, technologically-advanced equipment. Cunningham always used simple, relatively cheap cameras and took all his pictures on the streets of New York, not in a studio. ·Through his fascination with what people were wearing, and not who they were, he opened the doors of fashion to everyone—fashion as he saw it belonged to the people, not just to high society and big brands. ·He would even stay outside in a storm, not coming back until he knew he had the right photos. He hardly ever took a day off and not once stayed home sick. ·And if he went to a celebrity party, he was there to work rather than have fun. ·“Money’s the cheapest thing,” he once said, then added: “...freedom is the most expensive.” ·Bill Cunningham was an observer, and not one of the observed, a worker not a star—and this was how he wanted it. ②举例法 ·He found inspiration where others could not, in simple, everyday scenes, such as a man buying oranges at the local grocery store, or a woman riding home on the graffiti-covered subway. ③图片说明文字 ·A white-haired old man riding an ordinary bicycle around the streets of New York, always wearing the same blue worker’s jacket and simple black running shoes. ④强调句 ·...it was within their reality that Cunningham saw both beauty and potential. ⑤倒装句 ·Nor was it a wide range of contacts and connections.
【设计意图】赏析语篇写作手法，帮助学生探讨语篇的微观组织结构和宏观组织结构，学习修辞手段在语篇中的表意功能及常见用法，学习语篇中非文字表意形式和手段的表意功能，有意识地渗透语篇基本知识，帮助学生形成语篇意识，从而提高理解语篇意义的能力。
活动八：想象与创造
1. Think and share.
(1) Encourage students to come up with five words or expressions to describe Bill Cunningham and give their reasons.
(2) Have students discuss the following questions.
·What is your understanding of Bill Cunningham’s words “Money’s the cheapest thing”
·Why is Bill Cunningham called a “cultural anthropologist”
·What can you learn from Bill Cunningham Share your thoughts with the class.
·What text types have you learnt about to help you describe people If you were to write about Bill Cunningham, which would you choose
Suggested answers: ·(略) ·Bill Cunningham is called a “cultural anthropologist” because his photography captured and created an everlasting record of the life of New York and its people over half a century. ·(略) ·(略)
【设计意图】引导学生分组活动，展开讨论，归纳出至少五个可以描述Bill Cunningham的词汇或表达，进一步理解文章主题。同时鼓励学生在深入理解课文的同时联系自身实际，表达自己的观点，进行知识和思维能力的拓展和迁移，培养高阶思维。
2. Appreciate.
Show some photos taken by Bill Cunningham to students and request them to share their feelings after appreciating.
【设计意图】展示Bill Cunningham的摄影作品，通过欣赏来缅怀这位已逝的摄影艺术大师，鼓励学生就此展开讨论并分享自己的感悟，学习他的工匠精神——永远对摄影保持着一颗炽热的心，数十年如一日的坚持严格要求自己。
3. Compete.
(1) Hold a photograph contest for students.
(2) Ask students to take photos with their hearts in daily life and choose one to compete in this contest.
(3) The winners tell the rest why they took the photo and share their ideas about photography.
【设计意图】开展摄影比赛，要求学生课后用心拍摄一些照片，选出心中最“美”的一张参赛，鼓励获奖者分享拍摄心得。通过这些活动，可以让学生懂得：美无处不在，时尚属于民众及Bill Cunningham对摄影的奉献精神。
4. Discuss.
Ask students to learn what Chairman Xi said, share their thoughts and talk about what they will do in life.
习近平总书记强调，劳动创造幸福，实干成就伟业。希望广大劳动群众大力弘扬劳模精神、劳动精神、工匠精神，勤于创造、勇于奋斗，更好发挥主力军作用，满怀信心投身全面建设社会主义现代化国家、实现中华民族伟大复兴中国梦的伟大事业。
【设计意图】要求学生通过学习习近平总书记的话，联系实际，谈谈自己应怎样在生活中运用“工匠精神”，引导学生学会做人做事，成长为有文明素养和社会责任感的人。
板书设计
Unit 2 A life’s work Period I Starting out & Understanding ideas Ⅰ. 学习理解 活动一：感知与注意 1. Watch a video. 2. Read quotes. 3. Look and answer. 活动二：获取与梳理 1. Predict. 2. Read. 3. Reread. 活动三：概括与整合 Share the feelings of reading. Ⅱ. 应用实践 活动四：描述与阐释 1. Group work. 2. Write a summary. 活动五：分析与判断 1. Repeat the words and expressions. 2. Choose another suitable title. Ⅲ. 迁移创新 活动六：推理与论证 Group work. 活动七：批判与评价 赏析语篇的写作手法和特殊句型，探讨其与主题意义的关联。 (1) Learn. (2) Apply. 活动八：想象与创造 1. Think and share. 2. Appreciate. 3. Compete. 4. Discuss.
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