主題語境：人與自我
主題群：做人與做事
子主題：優(yōu)秀品行，正確的人生態(tài)度
語篇類型：圖片、記敘文、說明文
文本分析：
[What]本節(jié)課包含Develping ideas和 Presenting ideas兩部分。
Develping ideas包含兩部分：第一部分是一篇記敘文，介紹了故宮博物院鐘表修復(fù)師及其工作。第二部分Writing an expsitry essay中的語篇是后續(xù)寫作范文，介紹了“樣式雷”家族及其工匠精神。
Presenting ideas要求學(xué)生思考兩種觀點(diǎn)——人的一生是應(yīng)該廣泛涉獵不同領(lǐng)域，還是應(yīng)該堅(jiān)持專注做好一件事。
[Why]本課所有活動(dòng)均是圍繞單元主題展開，旨在幫助學(xué)生加深對主題意義的理解，學(xué)習(xí)鐘表修復(fù)師的事跡、“樣式雷”家族的相關(guān)信息，了解修復(fù)工作的艱辛、兢兢業(yè)業(yè)的工匠精神、堅(jiān)持不懈的重要性，以及說明文的樣式和寫作方法。
[Hw]文本圍繞“工匠精神”展開，形式多樣，有記敘文、說明文、個(gè)人觀點(diǎn)等。
課時(shí)目標(biāo)
1. 通過閱讀，了解故宮博物院修復(fù)師日復(fù)一日、夜以繼日地工作和甘于寂寞、孜孜不倦的工匠精神。
2. 理解介紹“樣式雷”家族的說明文，了解其寫作方法，能獨(dú)立完成一篇說明文。
3. 聯(lián)系實(shí)際，加深對主題意義的了解，思考人生意義。
4. 理解堅(jiān)持不懈的精神和毅力對事業(yè)和人生的重要性，能在“人的一生涉獵不同領(lǐng)域和堅(jiān)持做好一件事”中，做出適合自己的抉擇。
5. 培養(yǎng)團(tuán)隊(duì)意識(shí)、發(fā)揮辯證思維、表達(dá)自己的觀點(diǎn)，認(rèn)真理性思考問題和解決問題。
重點(diǎn)難點(diǎn)
重點(diǎn)：
1. 理解文章“Masters f time”，了解修理工作的艱辛，學(xué)習(xí)修復(fù)師王津孜孜不倦、兢兢業(yè)業(yè)的工匠精神。
2. 學(xué)習(xí)說明文的寫作方法和寫作內(nèi)容。
難點(diǎn)：
1. 了解“涉獵多領(lǐng)域”和“一生只做好一件事”的區(qū)別。
2. 開展辯論賽。
教學(xué)準(zhǔn)備
教師準(zhǔn)備：
1. 故宮和故宮博物院的相關(guān)信息。
2. 鐘表修復(fù)師王津的信息。
學(xué)生準(zhǔn)備：
1. 預(yù)習(xí)本課詞匯。
2. 看紀(jì)錄片《我在故宮修文物》。
教學(xué)過程
Step I學(xué)習(xí)理解
活動(dòng)一：感知與注意
1. Talk abut the Frbidden City and the Palace Museum.
(1) Ask students t talk abut what they knew abut the Frbidden City and the Palace Museum.
(2) Share infrmatin as a class. The Internet culd be turned t fr help.
2. Watch a vide.
(1) Let students watch a vide and answer the questins belw.
·Wh was the Frbidden City built fr?
·When did it becme hme t the Palace Museum?
·Hw many wrks f art are there in the Palace Museum?
(2) Encurage students t share the answers and check as a class. Play the vide again if needed.
(3) Ask students t give thughts abut this questin.
·What d yu think makes the Palace Museum unique in the wrld?
【設(shè)計(jì)意圖】要求學(xué)生在讀前查閱資料以及觀看視頻，了解故宮和故宮博物院的歷史，初步導(dǎo)入話題，激活已有的背景知識(shí)，為課文學(xué)習(xí)鋪墊。
活動(dòng)二：獲取與梳理
Read and answer.
(1) Predict.
Lk at the title and the pictures n Page 20. Predict what the passage is abut.
(2) Have students read the passage alne and catch the main idea t check their predictin.
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生關(guān)注課文的標(biāo)題和圖片，預(yù)測文本大意，迅速閱讀檢驗(yàn)預(yù)測，提高學(xué)生閱讀和獲取主旨大意的能力。
活動(dòng)三：概括與整合
1. Have students reread the passage carefully and understand the questins belw.
2. Ask students t match the questins t the paragraphs.
3. Tell students t wrk in pairs t find ut the answers t these questins. Then have them share ingrups r in class.
【設(shè)計(jì)意圖】通過將問題與課文段落進(jìn)行匹配并回答，使學(xué)生能夠進(jìn)一步加深對課文主題、細(xì)節(jié)和結(jié)構(gòu)的了解，加深對主題意義的探究。
Step II應(yīng)用實(shí)踐
活動(dòng)四：描述與闡釋
Retell the passage.
(1) Ask students t reread the passage and draw mind maps r take ntes.
(2) Tell students t write a summary.
(3) Have students retell the passage accrding t the summary in grups f fur.
(4) Invite vlunteers t represent in class.
【設(shè)計(jì)意圖】在學(xué)習(xí)理解類活動(dòng)的基礎(chǔ)上，引導(dǎo)學(xué)生圍繞主題畫思維圖或記筆記、寫摘要、復(fù)述文本，逐漸實(shí)現(xiàn)對語言知識(shí)和文化知識(shí)的內(nèi)化，促進(jìn)語言運(yùn)用的自動(dòng)化，助力學(xué)生將知識(shí)轉(zhuǎn)化為能力。
活動(dòng)五：分析與判斷
Think and share.
Lead students t think abut the fllwing questins and share their ideas.
·What is yur understanding f the title, “Masters f time”? What figure f speech des the authr use?
·What is yur understanding f the sentence, “This is a race against time that can never be wn”? D yu agree with this? Give yur reasns.
·What d Bill Cunningham and Wang Jin in the tw reading passages in this unit have in cmmn?
·What can yu d t help t pass n traditinal skills and the spirit f craftsmanship?
活動(dòng)六：內(nèi)化與運(yùn)用
1. Request students t wrk in grups and give a speech abut the spirit f craftsmanship in the Palace Museum.
(1) Think abut ther masters in the Palace Museum. Then discuss the questins within yur grup t prepare fr yur speech. D further research if necessary.
·Wh are the masters?
·What fields d they wrk in?
·What specific examples can yu give f their wrk?
·What aspects f the spirit f craftsmanship are demnstrated thrugh their wrk?
·Hw can yu develp and display such spirit in daily life?
(2) Organise yur speech by cmpleting the table.
(3) Give yur speech t the class.
2. Tell students t think abut their perfrmance in the speech. Have them vte fr the mst cnvincing speech and ask the speaker t share sme public speaking skills.
【設(shè)計(jì)意圖】在學(xué)習(xí)理解的基礎(chǔ)上，聯(lián)系實(shí)際，幫助學(xué)生深入理解課文,并通過網(wǎng)絡(luò)和圖書館等渠道，發(fā)表演講，介紹故宮博物院其他修復(fù)師們的工作和學(xué)習(xí)他們的工匠精神，進(jìn)行知識(shí)和思維能力的拓展與遷移，培養(yǎng)學(xué)生的高階思維能力。
Step III 遷移創(chuàng)新
活動(dòng)七：Writing
1. Direct students t read the passage n Page 23 and answer the questins.
·What is the passage abut?
·What qualities f the Lei family are mentined? Find examples in the passage t supprt yur answers.
·What is the cnclusin f the passage?
2. Request students t chse ne persn wh demnstrates the spirit f craftsmanship and cmplete the ntes. D further research if necessary.
3. Ask students t read “Learning t learn”.
4. Encurage students t write an expsitry essay.
5. Request student t wrk in pairs, make imprvements t each ther’s essays and share them with the class and cnsider hw well they have understd hw t write expsitry essays.
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生學(xué)習(xí)和了解說明文的文體結(jié)構(gòu)和內(nèi)容特點(diǎn)，指導(dǎo)學(xué)生選擇自己心中具有“工匠精神”的人，并仿照范文完成初稿和終稿，進(jìn)行知識(shí)和思維能力的拓展與遷移。
活動(dòng)八：Presenting ideas
1. Have students wrk in grups and read the tw pints f view. Then ask them t discuss the questins.
·What is James trying t express?
·What is Ivy trying t express?
·Which persn d yu agree with?
2. Encurage students t wrk in grups and take sides. Let them think f arguments t supprt their pints f view and make ntes.
3. Tell students t prepare fr a debate and cnsider the fllwing:
·the rles and respnsibilities fr each member f yur grup
·yur arguments, pening and summary
·the ppsing arguments yu might face and hw yu can respnd t them
·useful wrds, expressins and structures
4. Let students team up with a grup with the ppsite pint f view and hld a debate.
【設(shè)計(jì)意圖】要求學(xué)生閱讀兩種觀點(diǎn),分組討論自己的理解，指導(dǎo)學(xué)生開展辯論，提出論點(diǎn)，尋找論據(jù)，運(yùn)用所學(xué)詞匯和表達(dá)，關(guān)注語言表達(dá)和培養(yǎng)邏輯思維，促進(jìn)能力向素養(yǎng)的轉(zhuǎn)化。
活動(dòng)九：Reflectin
Ask students t write a reflectin after cmpleting this unit and cnsider the fllwing:
·What is yur understanding f the spirit f craftsmanship?
·What text types have yu learnt abut? What are their features?
·What wrds，expressins and structures have yu learnt?
·What imprvement have yu made in understanding different cultures?
·What imprvement have yu made in using learning strategies and explring effective ways f learning?
·What imprvement have yu made in analysing and slving prblems?
【設(shè)計(jì)意圖】要求學(xué)生從文本、語言、文化、學(xué)習(xí)方法、解決問題的能力等方面進(jìn)行自我評價(jià)和總結(jié)，檢測自己對本單元的理解程度，并通過小組討論尋找改進(jìn)方法和完善學(xué)習(xí)策略。
活動(dòng)十：Critical thinking
了解杭州“工匠日”的創(chuàng)立及意義。
【設(shè)計(jì)意圖】通過了解“工匠日”，理解時(shí)代發(fā)展需要大國工匠，全社會(huì)都要大力弘揚(yáng)工匠精神，讓崇尚工匠精神的理念深入人心，讓每一位勞動(dòng)者在新時(shí)代書寫出更多、更精彩、更動(dòng)人的“工匠故事”。
板書設(shè)計(jì)
Related infrmatin:
the Frbidden City
北京故宮是中國明清兩代的皇家宮殿，舊稱紫禁城，位于北京中軸線的中心。北京故宮以三大殿為中心，占地面積約72萬平方米，建筑面積約15萬平方米，有大小宮殿七十多座，房屋九千余間。
北京故宮于明成祖永樂四年(1406年)開始建設(shè)，以南京故宮為藍(lán)本營建，到永樂十八年(1420年)建成，成為明清兩朝二十四位皇帝的皇宮。北京故宮南北長961米，東西寬753米，四面圍有高10米的城墻，城外有寬52米的護(hù)城河。紫禁城有四座城門，南面為午門，北面為神武門，東面為東華門，西面為西華門。城墻的四角，各有一座風(fēng)姿綽約的角樓，民間有九梁十八柱七十二條脊之說，形容其結(jié)構(gòu)的復(fù)雜。北京故宮內(nèi)的建筑分為外朝和內(nèi)廷兩部分。外朝的中心為太和殿、中和殿﹑保和殿，統(tǒng)稱三大殿，是國家舉行大典禮的地方。三大殿左右兩翼輔以文華殿、武英殿兩組建筑。內(nèi)廷的中心是乾清宮、交泰殿﹑坤寧宮，統(tǒng)稱后三宮，是皇帝和皇后居住的正宮。其后為御花園。后三宮兩側(cè)排列著東、西六宮，是后妃們居住休息的地方。東六宮東側(cè)是天穹寶殿等佛堂建筑，西六宮西側(cè)是中正殿等佛堂建筑。外朝、內(nèi)廷之外還有外東路、外西路兩部分建筑。
北京故宮是世界上現(xiàn)存規(guī)模最大、保存最為完整的木質(zhì)結(jié)構(gòu)古建筑之一，是國家AAAAA級旅游景區(qū)，1961年被列為第一批全國重點(diǎn)文物保護(hù)單位；1987年被列為世界文化遺產(chǎn)。
the Palace Museum
北京故宮博物院是一座中國綜合性博物館，建立于1925年10 月10日，位于北京故宮紫禁城內(nèi)，收藏品包括但不限于明朝、清朝兩代皇宮及其收藏。北京故宮博物院是中國最大的古代文化藝術(shù)博物館，是第一批全國愛國主義教育示范基地，也是世界三大宮殿之一。它是中華民族的驕傲所在，也是全人類的珍貴文化遺產(chǎn)，既是收藏明清皇室珍寶的巨大寶庫，也是記載明清宮廷歷史的鮮活檔案。
Suggested answers:
·The Frbidden City was built fr emperrs, their families and servants in the Ming and Qing dynasties.
·It became hme t the Palace Museum in 1925.
·There are arund 1.8 millin wrks f art.
a Why is Wang Jin ptimistic abut the future f the timepieces in the Palace Museum?
b Why is it painstaking fr Wang Jin and his students t repair the cllectin f timepieces in the Palace Museum?
c What has been dne t the clcks that date back t the time f Emperr Qianlng?
d Wh is Wang Jin and where des he wrk?
e What qualities d Wang Jin and his clleagues display in their wrk?
f What was special abut Wang Jin and his student Qi Hanan?
Suggested answers:
a (Para. 5) Because he has passed n his skills t a new generatin f artisans, wh will nt nly help preserve traditinal skills but als bring innvatin t the art f clck repairing s that it stands the test f time.
b (Para. 3) Because repairing such a large and imprtant cllectin f timepieces invlves cmplex wrk, unique methds f restratin and surcing difficult-t-find materials, which take a lt f time, care and attentin t detail.
c (Para. 4) Wang Jin has spent eight mnths adjusting the gigantic clck, which is abut t be wund up and brught back t life.
d (Para. 1) He is a clck restratin master, wrking in Xi San Su in the Frbidden City.
e (Para. 6) They display qualities f skill, patience, mdesty and devtin in their wrk.
f (Para. 2) They used t be the nly tw timepiece restrers in the Palace Museum
Suggested answers:
·(略)
·(略)
·They are bth devted, mtivated, passinate and skilled masters in their fields f wrk.
·(略)
Aspects f the spirit f craftsmanship
Supprting examples
Cnclusin
Suggested answers:
·The passage is abut the Lei family, wh fr seven generatins were behind the marvels f imperial architecture.
·The qualities mentined are thse f skill, innvatin, diligence and humility. This is evident in their buildings surviving fr hundreds f: years, in their use f a pineering grid system t plan their prjects, in each generatin’s cnscientius learning f their craft and undertaking ambitius prjects, and in their wrks being mre assciated with the imperial curt than with them.
·Althugh the names f thse wh created these remarkable wrks may nt be knwn by future generatins, their spirit f craftsmanship is everlasting.
Persn: ____________________________________________________________
Qualities: __________________________________________________________
Examples: _________________________________________________________
Cnclusin: ________________________________________________________
Learning t learn
An expsitry essay cntains a fair and balanced analysis f an event, a situatin r an idea. It cmmnly begins by clearly stating what it aims t explain r analyse. The main bdy cmprises paragraphs with supprting evidence and facts. It cncludes by reviewing the main theme f the essay in light f all the evidence that has been presented.
Example:
The vividly clured, finely shaped figurines f “Clay Figure Zhang” have been seeing a surge in ppularity as an authentic and valuable traditinal craft.
The nearly 200-year histry f “Clay Figure Zhang" began with Zhang Mingshan, wh became knwn fr his ability t breathe life and beauty int these painted clay figurines. Brn int a pr family, Zhang Mingshan made them as a means f earning a living. He ften visited markets where he bserved peple f all walks f life, and went t theatres t bserve thse perfrming n stage. Day in, day ut, he used tnnes f clay t muld what he saw, and smetimes added decrative items r new features t the figurines. S vivid and lifelike were they that they attracted crwds f spectatrs t the stand frm which he sld them.
Frtunately, Zhang Mingshan’s craftsmanship has been passed dwn thrugh his descendents, with these distinctive clay figurines nw being crafted by the sixth generatin f “Clay Figure Zhang”.
James
Ivy
I can’t understand why sme peple spend their whle life ding just ne thing. I knw these activities require time and effrt t d, but I’d rather try as many different things as pssible. I dn’t want t regret things when Fm ld!
I admire thse peple wh devte their whle lives t ne thing. Nt nly have they mastered their skills, but they have als mastered their lives! I hpe that I can dedicate myself t, and ne day master, a craft.
Pint f view: ______________________________________________________
Arguments: ________________________________________________________
Supprting examples: ________________________________________________
Related infrmatin:
自2019年起，杭州將每年的9月26日設(shè)為“工匠日”，成為全國第一個(gè)為工匠設(shè)立專屬節(jié)日的城市。設(shè)立“工匠日”是為了激勵(lì)工匠們創(chuàng)新創(chuàng)造，也是為了增厚工匠精神的土壤。無論是開展“杭州工匠”評選與表彰、打造勞模工匠文化公園與工匠元素特色街區(qū)，還是創(chuàng)立“杭工云課”等線上線下教學(xué)平臺(tái)、建立健全“工匠帶徒”制度，眾多舉措讓工匠有榮譽(yù)感、成就感，讓崇尚工匠精神成為一種新時(shí)尚。
Unit 2 A life’s wrk
Perid IV Develping ideas & Presenting ideas
I. 學(xué)習(xí)理解
活動(dòng)一：感知與注意
1. Talk abut the Frbidden City and the Palace Museum.
2. Watch a vide.
活動(dòng)二：獲取與梳理
Read and answer.
活動(dòng)三：概括與整合
1. Reread and understand.
2. Match the questins t the paragraphs.
3. Find ut the answers t the questins.
Ⅱ. 應(yīng)用實(shí)踐
活動(dòng)四：描述與闡釋
Retell the passage.
活動(dòng)五：分析與判斷
Think and share.
活動(dòng)六：內(nèi)化與運(yùn)用
Give a speech.
Ⅲ. 遷移創(chuàng)新
活動(dòng)七：Writing
活動(dòng)八：Presenting ideas
活動(dòng)九：Reflectin
活動(dòng)十：Critical thinking

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高中英語外研版 (2019)選擇性必修 第三冊電子課本

Unit 2 A life’s work

版本： 外研版 (2019)

年級： 選擇性必修 第三冊

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