外研版（2019）选择性必修 第三册Unit 2 A life’s work Developing ideas 教学设计
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| 名称 | 外研版（2019）选择性必修 第三册Unit 2 A life’s work Developing ideas 教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 17.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-18 18:43:09 | ||
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文档简介
Unit 2 A life’s work Developing ideas ----Instruction design
Teaching objective
Through the study of this lesson, students can......
1. Obtain and sort out factual information about Wang Jin, the watch restorer, and the skills, inheritance and craftsman spirit surrounding Wang Jin, and describe and evaluate the important role played by watch restorer in inheriting cultural relics, skills and craftsman spirit.
2. Internalize discourse cohesion and expression methods, experience the role of transition words and initial and final echoes in discourse ideation, and apply them to my own writing.
3. Analyze the spiritual quality of watch restorer, cultivate the awareness of protecting traditional skills and craftsman spirit, and apply the craftsman spirit to daily life.
Teaching focus
To obtain and sort out factual information about Wang Jin, the watch restorer, and the skills, inheritance and craftsman spirit surrounding Wang Jin, and to describe and evaluate the important role played by watch restorer in inheriting cultural relics, skills and craftsman spirit. Analyze the spiritual quality of the clock restorer.
Teaching difficulty
Internalize discourse cohesion and expression methods, experience the role of transition words and initial and final echoes in discourse ideography, and apply them to my own writing. Cultivate the awareness of protecting traditional skills and craftsman spirit, and apply the craftsman spirit to daily life.
Teaching strategy
Task-driven teaching; Group activities; Evaluation of teachers, students and students.
Teaching equipment
Shivo whiteboard, ppt, pad assisted teaching
Teaching process
Before class: Assign students to read and master the relevant words and phrases of this module, and consolidate and improve by completing the corresponding vocabulary training. Objective: To consolidate the students' basic knowledge and prepare them for the discussion of craftsmanship topics.
In class:
(1) Introduction
Show students pictures of clocks and watches of the Palace Museum, experience the exquisite clocks and watches, and preliminarily appreciate the superb skills of the Palace Museum clock restorer. Objective: To activate the background knowledge related to the topic of the restoration of the Forbidden City clock, which is the starting point of the theme discussion.
(2) Before reading
Guide students to predict the content of the text and guess the meaning of "Time" in the title according to the pictures in the text and the title of the text. Objective: To develop the ability of multimodal discourse analysis through the interpretation of titles and pictures. At the same time, teachers guide students to pay attention to the meaning of key words in the title, lead to problems to be solved, and form reading expectations.
(3) Reading
1. The teacher shows the four parts of the article and their key words :masters, craft and antique, inheritance and craftsmanship, and asks students to match each part with the key words and explain the reasons.
Objective: Students read the article for the first time to get the general idea of each part and lay the groundwork for sorting out the structured knowledge.
2. The teacher puts forward a question based on each paragraph, and the students match and find out the answer from the article. The group works together to check the answer, and carries out group output activities through interview or live broadcast. The questions are as follows:
① Why is Wang Jin optimistic about the future of the timepieces in the Palace Museum
② Why is it painstaking for Wang Jin and his students to repair the collection of timepieces in the Palace Museum
③ What has been done to the clocks that date back to the time of Emperor Qianlong
④ Who is Wang Jin and where does he work
⑤ What qualities do Wang Jin and his colleagues display in their work
⑥ What was special about Wang Jin and his student Qi Haonan
The format of group activities is as follows:
Interview Roles setting:
(1) Host, Wangjin, Qi Haonan, and 1 audience
(2) Host, Wangjin, admirer, undergraduate majoring in Mechanical Engineering Live streaming the scene of Qianlong clock coming back to life
Roles setting: host, Wang, 2 other workers, the whole calss as online visitors to ask questions and post comments.
*Either form of presentation would cover the qualities of Wang Jin.
Objective: 1. Students summarize the basic information of the article and sort out the structured knowledge through independent reading. Output information in group cooperation to improve cooperative inquiry and pragmatic ability.
2. The teacher guides the students to analyze and summarize the information about Wang Jin's quality in addition to paying attention to the factual information in the text, so as to pave the way for the following activities.
3. Teachers pass a series of questions, such as
How do we get the chance to know these clock restoration masters
What qualities of masters does it show
What’s your understanding of the sentence,
“This is a race against time that can never be won”
Do you agree with this
Guide the students to explore the spiritual quality and artisan spirit of the clock restorer embodied in the text, and deepen the understanding of the artisan spirit.
4. Teachers guide students to pay attention to the writing methods of the transition words and the first response in the articles, internalize the discourse cohesion and expression methods, and realize the role of the transition words and the first and last response in the discourse ideation. Objective: Teachers guide students to achieve in-depth reading through exploration and analysis, focusing on the meaning of the topic. At the same time, students are guided to pay attention to the author's expression and writing logic, expand the discourse knowledge, cultivate pragmatic ability, and pave the way for the following activities.
5. Teachers guide students to think about the relationship between masters, craft, antique, inheritance and craftsmanship, and describe and evaluate the important role played by watch restorers in inheriting cultural relics, skills and craftsman spirit. And think again about the meaning of "Time" in the question.
Objective: To build reading closed loop. After deeply processing the language form and meaning, deepen the understanding of the meaning of the theme, and experience the meaning of the unit theme "A life's work".
(4) Group cooperation speech after reading, group mutual evaluation.
Lead students to summarize the structural characteristics and writing skills of news features, and apply what they have learned to introduce people who they think can embody the spirit of artisans, be they celebrities or people around them. Objective: To realize the transfer and application of knowledge, and to cultivate students' behavioral orientation towards discovering and inheriting artisan spirit after forming their cognition and attitude towards the meaning of the theme.
After class: Written assignment: Polish the speech and write an essay of at least 200 words about the person who embodies the spirit of the craftsman.
Oral assignment: Thinking "How can we develop and practice the artisan spirit in our daily lives "
Prepare a 3 minute pre-class presentation.
Objective: The stratified homework enables students to apply what they have learned, connect with practice, and deepen the understanding and practice of the spirit of artisan in the context of the theme of this unit ----.
Teaching objective
Through the study of this lesson, students can......
1. Obtain and sort out factual information about Wang Jin, the watch restorer, and the skills, inheritance and craftsman spirit surrounding Wang Jin, and describe and evaluate the important role played by watch restorer in inheriting cultural relics, skills and craftsman spirit.
2. Internalize discourse cohesion and expression methods, experience the role of transition words and initial and final echoes in discourse ideation, and apply them to my own writing.
3. Analyze the spiritual quality of watch restorer, cultivate the awareness of protecting traditional skills and craftsman spirit, and apply the craftsman spirit to daily life.
Teaching focus
To obtain and sort out factual information about Wang Jin, the watch restorer, and the skills, inheritance and craftsman spirit surrounding Wang Jin, and to describe and evaluate the important role played by watch restorer in inheriting cultural relics, skills and craftsman spirit. Analyze the spiritual quality of the clock restorer.
Teaching difficulty
Internalize discourse cohesion and expression methods, experience the role of transition words and initial and final echoes in discourse ideography, and apply them to my own writing. Cultivate the awareness of protecting traditional skills and craftsman spirit, and apply the craftsman spirit to daily life.
Teaching strategy
Task-driven teaching; Group activities; Evaluation of teachers, students and students.
Teaching equipment
Shivo whiteboard, ppt, pad assisted teaching
Teaching process
Before class: Assign students to read and master the relevant words and phrases of this module, and consolidate and improve by completing the corresponding vocabulary training. Objective: To consolidate the students' basic knowledge and prepare them for the discussion of craftsmanship topics.
In class:
(1) Introduction
Show students pictures of clocks and watches of the Palace Museum, experience the exquisite clocks and watches, and preliminarily appreciate the superb skills of the Palace Museum clock restorer. Objective: To activate the background knowledge related to the topic of the restoration of the Forbidden City clock, which is the starting point of the theme discussion.
(2) Before reading
Guide students to predict the content of the text and guess the meaning of "Time" in the title according to the pictures in the text and the title of the text. Objective: To develop the ability of multimodal discourse analysis through the interpretation of titles and pictures. At the same time, teachers guide students to pay attention to the meaning of key words in the title, lead to problems to be solved, and form reading expectations.
(3) Reading
1. The teacher shows the four parts of the article and their key words :masters, craft and antique, inheritance and craftsmanship, and asks students to match each part with the key words and explain the reasons.
Objective: Students read the article for the first time to get the general idea of each part and lay the groundwork for sorting out the structured knowledge.
2. The teacher puts forward a question based on each paragraph, and the students match and find out the answer from the article. The group works together to check the answer, and carries out group output activities through interview or live broadcast. The questions are as follows:
① Why is Wang Jin optimistic about the future of the timepieces in the Palace Museum
② Why is it painstaking for Wang Jin and his students to repair the collection of timepieces in the Palace Museum
③ What has been done to the clocks that date back to the time of Emperor Qianlong
④ Who is Wang Jin and where does he work
⑤ What qualities do Wang Jin and his colleagues display in their work
⑥ What was special about Wang Jin and his student Qi Haonan
The format of group activities is as follows:
Interview Roles setting:
(1) Host, Wangjin, Qi Haonan, and 1 audience
(2) Host, Wangjin, admirer, undergraduate majoring in Mechanical Engineering Live streaming the scene of Qianlong clock coming back to life
Roles setting: host, Wang, 2 other workers, the whole calss as online visitors to ask questions and post comments.
*Either form of presentation would cover the qualities of Wang Jin.
Objective: 1. Students summarize the basic information of the article and sort out the structured knowledge through independent reading. Output information in group cooperation to improve cooperative inquiry and pragmatic ability.
2. The teacher guides the students to analyze and summarize the information about Wang Jin's quality in addition to paying attention to the factual information in the text, so as to pave the way for the following activities.
3. Teachers pass a series of questions, such as
How do we get the chance to know these clock restoration masters
What qualities of masters does it show
What’s your understanding of the sentence,
“This is a race against time that can never be won”
Do you agree with this
Guide the students to explore the spiritual quality and artisan spirit of the clock restorer embodied in the text, and deepen the understanding of the artisan spirit.
4. Teachers guide students to pay attention to the writing methods of the transition words and the first response in the articles, internalize the discourse cohesion and expression methods, and realize the role of the transition words and the first and last response in the discourse ideation. Objective: Teachers guide students to achieve in-depth reading through exploration and analysis, focusing on the meaning of the topic. At the same time, students are guided to pay attention to the author's expression and writing logic, expand the discourse knowledge, cultivate pragmatic ability, and pave the way for the following activities.
5. Teachers guide students to think about the relationship between masters, craft, antique, inheritance and craftsmanship, and describe and evaluate the important role played by watch restorers in inheriting cultural relics, skills and craftsman spirit. And think again about the meaning of "Time" in the question.
Objective: To build reading closed loop. After deeply processing the language form and meaning, deepen the understanding of the meaning of the theme, and experience the meaning of the unit theme "A life's work".
(4) Group cooperation speech after reading, group mutual evaluation.
Lead students to summarize the structural characteristics and writing skills of news features, and apply what they have learned to introduce people who they think can embody the spirit of artisans, be they celebrities or people around them. Objective: To realize the transfer and application of knowledge, and to cultivate students' behavioral orientation towards discovering and inheriting artisan spirit after forming their cognition and attitude towards the meaning of the theme.
After class: Written assignment: Polish the speech and write an essay of at least 200 words about the person who embodies the spirit of the craftsman.
Oral assignment: Thinking "How can we develop and practice the artisan spirit in our daily lives "
Prepare a 3 minute pre-class presentation.
Objective: The stratified homework enables students to apply what they have learned, connect with practice, and deepen the understanding and practice of the spirit of artisan in the context of the theme of this unit ----.