外研版（2019）选择性必修第三册Unit 2 A life's work Understanding ideas 教案（表格式）
文档属性
| 名称 | 外研版（2019）选择性必修第三册Unit 2 A life's work Understanding ideas 教案（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 29.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-02-15 11:28:47 | ||
图片预览
文档简介
本单元整体内容如下：
语篇题目 课型 主题内容 主题意义
Starting out 视听 庖丁解牛的经验和技巧；引用三位名人名言引出“工匠精神”。 引出“工匠精神”。
Understanding ideas 阅读 美国摄影艺术家Bill Cunningham的专业精神和人生哲学。 加深对“工匠精神”的理解。引导学生思考如何在学习和生活中努力付出，精益求精并取得成功。
Understanding ideas Life Behind the Lens 语法 Ruth Bancroft的花园介绍。 体会“工匠精神”的突出贡献及所需要的坚持不懈优秀品质，不怕困难的专注行为。 认识到传统手工艺失传现状，提高保护传统手工艺技术的意识。
综合语言运用 京剧表演艺术家梅兰芳的艺术贡献；传统手工艺的逐渐失传和“两弹一星”元勋科学家的优秀品质。
Developing ideas Masters of Time 阅读 介绍了故宫博物院钟表修复师王津日复一日，争分夺秒地修复钟表文物的事迹。 认识到“工匠精神”的高超技术要求及耐得住寂寞的优秀品质。
写作 “样式雷”家族的介绍 “工匠精神”的历史地位及贡献。
Presenting ideas 综合语言运用 辩论“一人一生一事”是否值得。 辩证看待“一人一生一事”的价值选择以及“工匠精神”所需要的精神品质和践行需求。
基于整体内容分析，建立如下教学逻辑：
工匠精神（大观念）
子观念1（7课时） 子观念2（1课时） 子观念3（1课时）
通过古今中外人物具体事迹， 传统手工艺逐渐失传的 辩证的看待“一人一生一事”
逐步加深对“工匠精神” 现状及应对措施。 的价值选择。
的理解。明确工匠精神所需要 的各种优秀品质。
Starting out （1课时） Using language
传统手工艺失传现状的认识 Presenting ideas
Understanding ideas（2课时）
Using language （2课时）
（梅兰芳介绍）
（“两弹一星”科学家介绍）
Developing ideas（2课时）
单元主题意义探究主线：全面理解并建构“Craftsmanship”的内涵，辩证地看待“一人一生一事”的价值选择以及“工匠精神”所需要的精神品质和践行需求。
本课的教学内容Life Behind the Lens选自外研版新教材选择性必修三Unit 2 Understanding ideas板块。本课教学内容除了在横向上探究主题意义“Craftsmanship”这个大观念下的子观念1——加深对“工匠精神”的理解，明确“工匠精神”所需要的各种优秀品质外，在整个外研版新教材中关于语篇类型新闻报道——人物特写的学习，也起到了纵向上的承上启下的作用。加深了学生对这一体裁的理解，丰富了对这一体裁的认知。在外研版新教材中，关于人物特写的文章共出现了5次，分别是Just a Brother(必修一 Unit 3 Developing ideas )、The Well That Change the World（必修三 Unit 2 Understanding ideas）、Life Behind the Lens （选择性必修三Unit 2 Understanding ideas）、Masters of Time（必修三 Unit 2 Developing ideas）、 Business Blossoms （选择性必修四Unit 4 Understanding ideas）.因此，本课的语篇类型是在学生已有基础上进行学习，逐步加深对这一语篇类型的深化。
教师课堂活动设计：
Stages Teacher’s Activities Students’ Activities Purposes
Pre-reading Using KWL table to review and inspire students’ interests to learn more about the genre----plete the KWL table about K and W part. 1.Recall what they have learned to explore more. 2.Inspire students’ interests about the genre----Feature.
While-reading Guide the students to predict the main content of the passage according to the title and the picture. Make predictions according to the title and the picture. How to use multi-modal discourse get information By viewing to predict reasonably.
2.Ask the students to skim the passage and find the main structure of the passage and check. Skim the passage and share their answers. To obtain the structure of the whole passage.
Guide the students to read paragraph 1-2 and find the close-up shot and description hook and the old man’s more detailed information. Read Paragraph 1-2 and find the answers. To check students’ prediction by more detailed information. Pay attention to the transitions.
Guide the students to read paragraph 3-4 and find the reasons why he was great and lead the students to check their predictions again by re-analyzing the title. Read Paragraph 3-4 and find the answers. Check their predictions again by re-analyzing the title. To regulate their learning process by predictions and checks.
Guide the students’ to find the old man’s life philosophy by reading Para5-6 Read Para5-6 to find more examples of the old man’s approach to life by filling out the form. To pay attention to the transitions. Infer the old man’s life philosophy.
Lead the students to read comments. Find the author’s comment and explain why. Obtain the information and infer information by the given facts.
Post-reading Inspire the students to have their own comments on the old man. Show their own comments by giving reason. To develop students’ logical ability by showing their reasons.
Lead the students to think critically. Show their opinions on whether doing a thing with one’s entire life is meaningful. To develop students’ integrated language competence, learning ability and also thinking qualities.
Guide the students to infer the author’s writing purpose by introducing the spirit of “Craftsmanship”. Group discussion about the writing purpose. Infer the author’s attitude and values and the theme of the passage.
Homework 1. Complete your Guided-learning sheet and finish Self-evaluation and Peers-evaluation parts. 2. Write your version of feature story of Bill Cunningham. 3. Write a feature story about Zhong Nanshan. To check what has been learned today. To consolidate what has been learned today.
语篇题目 课型 主题内容 主题意义
Starting out 视听 庖丁解牛的经验和技巧；引用三位名人名言引出“工匠精神”。 引出“工匠精神”。
Understanding ideas 阅读 美国摄影艺术家Bill Cunningham的专业精神和人生哲学。 加深对“工匠精神”的理解。引导学生思考如何在学习和生活中努力付出，精益求精并取得成功。
Understanding ideas Life Behind the Lens 语法 Ruth Bancroft的花园介绍。 体会“工匠精神”的突出贡献及所需要的坚持不懈优秀品质，不怕困难的专注行为。 认识到传统手工艺失传现状，提高保护传统手工艺技术的意识。
综合语言运用 京剧表演艺术家梅兰芳的艺术贡献；传统手工艺的逐渐失传和“两弹一星”元勋科学家的优秀品质。
Developing ideas Masters of Time 阅读 介绍了故宫博物院钟表修复师王津日复一日，争分夺秒地修复钟表文物的事迹。 认识到“工匠精神”的高超技术要求及耐得住寂寞的优秀品质。
写作 “样式雷”家族的介绍 “工匠精神”的历史地位及贡献。
Presenting ideas 综合语言运用 辩论“一人一生一事”是否值得。 辩证看待“一人一生一事”的价值选择以及“工匠精神”所需要的精神品质和践行需求。
基于整体内容分析，建立如下教学逻辑：
工匠精神（大观念）
子观念1（7课时） 子观念2（1课时） 子观念3（1课时）
通过古今中外人物具体事迹， 传统手工艺逐渐失传的 辩证的看待“一人一生一事”
逐步加深对“工匠精神” 现状及应对措施。 的价值选择。
的理解。明确工匠精神所需要 的各种优秀品质。
Starting out （1课时） Using language
传统手工艺失传现状的认识 Presenting ideas
Understanding ideas（2课时）
Using language （2课时）
（梅兰芳介绍）
（“两弹一星”科学家介绍）
Developing ideas（2课时）
单元主题意义探究主线：全面理解并建构“Craftsmanship”的内涵，辩证地看待“一人一生一事”的价值选择以及“工匠精神”所需要的精神品质和践行需求。
本课的教学内容Life Behind the Lens选自外研版新教材选择性必修三Unit 2 Understanding ideas板块。本课教学内容除了在横向上探究主题意义“Craftsmanship”这个大观念下的子观念1——加深对“工匠精神”的理解，明确“工匠精神”所需要的各种优秀品质外，在整个外研版新教材中关于语篇类型新闻报道——人物特写的学习，也起到了纵向上的承上启下的作用。加深了学生对这一体裁的理解，丰富了对这一体裁的认知。在外研版新教材中，关于人物特写的文章共出现了5次，分别是Just a Brother(必修一 Unit 3 Developing ideas )、The Well That Change the World（必修三 Unit 2 Understanding ideas）、Life Behind the Lens （选择性必修三Unit 2 Understanding ideas）、Masters of Time（必修三 Unit 2 Developing ideas）、 Business Blossoms （选择性必修四Unit 4 Understanding ideas）.因此，本课的语篇类型是在学生已有基础上进行学习，逐步加深对这一语篇类型的深化。
教师课堂活动设计：
Stages Teacher’s Activities Students’ Activities Purposes
Pre-reading Using KWL table to review and inspire students’ interests to learn more about the genre----plete the KWL table about K and W part. 1.Recall what they have learned to explore more. 2.Inspire students’ interests about the genre----Feature.
While-reading Guide the students to predict the main content of the passage according to the title and the picture. Make predictions according to the title and the picture. How to use multi-modal discourse get information By viewing to predict reasonably.
2.Ask the students to skim the passage and find the main structure of the passage and check. Skim the passage and share their answers. To obtain the structure of the whole passage.
Guide the students to read paragraph 1-2 and find the close-up shot and description hook and the old man’s more detailed information. Read Paragraph 1-2 and find the answers. To check students’ prediction by more detailed information. Pay attention to the transitions.
Guide the students to read paragraph 3-4 and find the reasons why he was great and lead the students to check their predictions again by re-analyzing the title. Read Paragraph 3-4 and find the answers. Check their predictions again by re-analyzing the title. To regulate their learning process by predictions and checks.
Guide the students’ to find the old man’s life philosophy by reading Para5-6 Read Para5-6 to find more examples of the old man’s approach to life by filling out the form. To pay attention to the transitions. Infer the old man’s life philosophy.
Lead the students to read comments. Find the author’s comment and explain why. Obtain the information and infer information by the given facts.
Post-reading Inspire the students to have their own comments on the old man. Show their own comments by giving reason. To develop students’ logical ability by showing their reasons.
Lead the students to think critically. Show their opinions on whether doing a thing with one’s entire life is meaningful. To develop students’ integrated language competence, learning ability and also thinking qualities.
Guide the students to infer the author’s writing purpose by introducing the spirit of “Craftsmanship”. Group discussion about the writing purpose. Infer the author’s attitude and values and the theme of the passage.
Homework 1. Complete your Guided-learning sheet and finish Self-evaluation and Peers-evaluation parts. 2. Write your version of feature story of Bill Cunningham. 3. Write a feature story about Zhong Nanshan. To check what has been learned today. To consolidate what has been learned today.