新选择性必修三Unit2Alife'swork教案
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2. T asks Ss to do teamwork and talk about Questions 1, 2, 3 in Activity 1.
3. T asks student representatives to reportthe answers and encourages them to give supporting reasons.
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，讨论名言传递的信息，并表达自己的观点。
教学策略
视听说法
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
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
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。
1. Ss listen to the teacher’s introduction and talk about Question 1 in Activity 2.
2. Ss share their ideas about the question after the student representatives give the answers.
1. Ss read the four subtitles and choose the title they think right.
2. Ss report their answers to the class and explain the reasons.
Train Ss’ reading skills of getting the main idea and finding out the supporting details.
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T organises groupwork and asks Ss to have a discussion about the messages conveyed by the pictures and predict the contents of the reading.
4. Ss read the passage and later discuss whether the answers have changed or not.
Lead to the topic and inspire Ss to think about the differences and train their ability to make prediction about the contents of the reading.
4. T asks Ss to read the passage and later discuss whether the answers have changed.
1. Ss look at the pictures and predict the contents of the reading based on the messages conveyed by the pictures.
主题语境
人与自我——优秀品质，正确人生态度
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。
3. T plays the video again and asks Ss to answer the questions in Activity 2 individuallybefore checking the answers in the class.
1. Ss read the new words and try to understand the meanings of these words with the T’s help.
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
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
TaskBased Learning & ProblemBased Learning
Arouse Ss’ interest in the topic and inspire them to think deeply about craftsmanship.
Understanding ideas板块教学设计
（建议时长30–35分钟，教师可根据教学peaking
Activity 3
1. T asks Ss to read the directions and information in Activity 3 and make sure they understand the intention of the activity.
2. T asks Ss to work in pairs and plete the diagram according to the passage.
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.
2. Ss watch the video, take notes about the key information and answer the questions in Activity 1.
3. Ss watch the video again and answer the questions in Activity 2.
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、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
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Viewing + Speaking
Activity 2
1. T asks Ss to read the four subtitles individually and choose the right title.
2. T asks Ss to share their answers and explain the reasons.
Unit 2A life’s work教案设计
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。
2. Ss do teamwork and have a discussion about Questions 1, 2, 3.
3. Student representatives report the answers on behalf of their teams and give supporting reasons.
3. T asks Ss to choose representatives to share the answers.
4. T asks Ss to think of at least five words or expressions to describe Bill Cunningham andgive their reasons.
2. T asks student representatives to answer the 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.
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 they can. And answer the other questions.
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。
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。
Get into the topic and get the initial understanding of the topic “craftsmanship”
Activity 2
1. T introduces the related information about the three famous people and their quotes.
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
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。
3. T asks student representatives to reportthe answers and encourages them to give supporting reasons.
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，讨论名言传递的信息，并表达自己的观点。
教学策略
视听说法
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
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
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。
1. Ss listen to the teacher’s introduction and talk about Question 1 in Activity 2.
2. Ss share their ideas about the question after the student representatives give the answers.
1. Ss read the four subtitles and choose the title they think right.
2. Ss report their answers to the class and explain the reasons.
Train Ss’ reading skills of getting the main idea and finding out the supporting details.
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T organises groupwork and asks Ss to have a discussion about the messages conveyed by the pictures and predict the contents of the reading.
4. Ss read the passage and later discuss whether the answers have changed or not.
Lead to the topic and inspire Ss to think about the differences and train their ability to make prediction about the contents of the reading.
4. T asks Ss to read the passage and later discuss whether the answers have changed.
1. Ss look at the pictures and predict the contents of the reading based on the messages conveyed by the pictures.
主题语境
人与自我——优秀品质，正确人生态度
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。
3. T plays the video again and asks Ss to answer the questions in Activity 2 individuallybefore checking the answers in the class.
1. Ss read the new words and try to understand the meanings of these words with the T’s help.
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
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
TaskBased Learning & ProblemBased Learning
Arouse Ss’ interest in the topic and inspire them to think deeply about craftsmanship.
Understanding ideas板块教学设计
（建议时长30–35分钟，教师可根据教学peaking
Activity 3
1. T asks Ss to read the directions and information in Activity 3 and make sure they understand the intention of the activity.
2. T asks Ss to work in pairs and plete the diagram according to the passage.
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.
2. Ss watch the video, take notes about the key information and answer the questions in Activity 1.
3. Ss watch the video again and answer the questions in Activity 2.
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、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
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Viewing + Speaking
Activity 2
1. T asks Ss to read the four subtitles individually and choose the right title.
2. T asks Ss to share their answers and explain the reasons.
Unit 2A life’s work教案设计
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。
2. Ss do teamwork and have a discussion about Questions 1, 2, 3.
3. Student representatives report the answers on behalf of their teams and give supporting reasons.
3. T asks Ss to choose representatives to share the answers.
4. T asks Ss to think of at least five words or expressions to describe Bill Cunningham andgive their reasons.
2. T asks student representatives to answer the 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.
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 they can. And answer the other questions.
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。
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。
Get into the topic and get the initial understanding of the topic “craftsmanship”
Activity 2
1. T introduces the related information about the three famous people and their quotes.
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
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。