主題語境：人與自我
主題群：做人與做事
子主題：優(yōu)秀品行
語篇類型：新聞報道
文本分析：
[What]本節(jié)課包含Starting ut和Understanding ideas兩部分。
Starting ut是導入部分，首先呈現(xiàn)一段視頻，介紹莊子的一則寓言故事——《庖丁解?！罚蝗缓笠髮W生了解Albert Einstein、Frank Llyd Wright和 Jhannes Brahms三位名人的生平簡介和學習他們的名言。
Understanding ideas是一篇新聞報道，介紹了美國傳奇街拍攝影師Bill Cunningham的專業(yè)精神和人生哲學。
[Why]通過判斷主旨大意、理解文章結(jié)構(gòu)、回答問題等活動，引導學生進一步理解和賞析文本，從攝影師Bill Cunningham的人生哲學中獲得啟發(fā)，加深對主題意義的探究，學習他的工匠精神，并運用到自己的生活和學習中。
[Hw]文章運用對比描述的寫作手法，從外貌﹑穿著、與眾不同之處、工作熱情、居住環(huán)境、高貴品質(zhì)、自我評價等方面對攝影師Bill Cunningham進行介紹。
課時目標
1. 獲取文本主旨大意，了解寓言故事《庖丁解?！泛腿齽t名言以及新聞報道的主旨大意。
2. 學會通過閱讀，了解文本結(jié)構(gòu)和選擇合適的標題。
3. 學習和運用對比描述的寫作手法。
4. 精讀課文，學習主人公Bill Cunningham的專業(yè)精神和人生哲學，從中獲得啟示，并聯(lián)系實際，在生活和學習中精益求精，不斷完善自己。
重點難點
重點：
1. 理解寓言故事背后的寓意。
2. 理解新聞報道的結(jié)構(gòu)和文本大意。
難點：
理解和學習主人公的專業(yè)精神和人生哲學，形成正確的自我認知，發(fā)現(xiàn)自己的人生價值。
教學準備
教師準備：
1. 視頻及播放設備。
2. 寓言故事《庖丁解?！贰⑷幻说纳胶兔约癇ill Cunningham 的生平等相關(guān)知識。
學生準備：
1. 預習本課詞匯。
2. 反思自己對待生活和學習的態(tài)度。
教學過程
Step I學習理解
活動一：感知與注意
1. Watch a vide.
(1) Ask students t search fr sme infrmatin abut the structure f an x, take ntes while watching the vide, and then answer a questin.
·Hw did Ck Ding cmpare himself t ther cks?
(2) Check the answer.
(3) Play the vide the secnd time and let students answer the ther questin.
·What lessn did Lrd Wenhui learn frm Ck Ding?
(4) Check the answer. Play the vide again if needed.
【設計意圖】首先鼓勵學生了解牛的身體構(gòu)造，學習相關(guān)詞匯，再帶領學生觀看《庖丁解?！返囊曨l，了解故事內(nèi)容，激活背景信息，引入話題。
2. Read qutes.
(1) Lk at pictures and learn basic infrmatin abut the peple.
(2) Ask students t read the qutes and try t translate them int Chinese.
(3) Ask students t answer the questins belw.
·What is yur understanding f these qutes? Pay special attentin t “the price f success”, “stay with prblems lnger” and “a mere reed shaken in the wind”.
·What qualities des each f these qutes cnvey?
·Which f these qutes is the mst meaningful t yu? Give yur reasns.
(4) Have students share answers in grups and in class.
(5) Check answers as a class.
【設計意圖】引導學生觀看三位名人的圖片、了解他們的背景信息(職業(yè)、生平、國籍、成就等)、學習名言、展開討論，并針對主題發(fā)表自己的觀點，激活學生的學習興趣，為下一步的學習做鋪墊。
3. Lk and answer.
(1) Ask students t lk at the pictures and discuss.

圖片1圖片2
(2) Tell students t answer questins belw and share in class. Then teacher evaluates students’ answers.
·What differences are there between these tw phtgraphers?
·What d yu think they each want t shw thrugh their wrks?
·What des the first picture tell yu abut the phtgrapher?
【設計意圖】通過觀察和比較兩幅圖片，討論圖片所傳達的意思，引導學生發(fā)現(xiàn)圖一攝影師的獨特之處，為下一步的文本閱讀做好準備。
活動二：獲取與梳理
1. Predict.
(1) Encurage students t lk at the ld man’s pht carefully and predict why he is special.
(2) Learn the basic infrmatin abut Bill Cunningham.
2. Read.
Ask students t read the passage and check the answers t the three questins abve.
3. Reread.
(1) Have students reread the passage and draw a diagram f this passage.
(2) Ask students t cmpare the diagram belw with their wn and rganise infrmatin frm the passage t cmplete it.
【設計意圖】首先通過觀察圖片，引導學生預測文本內(nèi)容，帶領學生學習主人公Bill Cunningham的相關(guān)信息，為下一步文本閱讀奠定基礎。然后閱讀文本，尋找問題答案，獲取更多細節(jié)信息。鼓勵學生繪制文章結(jié)構(gòu)圖，然后與課本上的結(jié)構(gòu)圖進行對比，引導學生梳理文本結(jié)構(gòu)和主要信息進一步解讀文本，鼓勵學生從語篇中獲得新知，建立信息間的關(guān)聯(lián)，形成新的認知結(jié)構(gòu)，理解語言所表達的意義，培養(yǎng)學生深層理解語篇和探討主題意義的能力，擴展學生的批判性思維。
活動三：概括與整合
Share the feelings f reading.
Ask students t share the feelings f reading by answering the fllwing questin.
·Have yu fund anything yu feel inspired frm Bill Cunningham?
【設計意圖】以分享閱讀感受為任務，驅(qū)動學生獨立思考，使學生學會深思文本中主人公身上折射出的高貴品質(zhì)以及自己受到的啟發(fā)，樹立正確的人生理想。
Step II 應用實踐
活動四：描述與闡釋
1. Grup wrk.
(1) Ask students t wrk in grups f tw. One prepares a presentatin t intrduce Bill Cunningham, while the ther intrduces ther phtgraphers. Then discuss the differences between them.
(2) Ask the class t share differences in grups.
(3) Encurage students t give their ideas in class.
2. Write a summary.
Divide the whle class int several grups, and ask each grup t write a summary abut Bill Cunningham. Share it in class.
活動五：分析與判斷
1. Ask students t repeat the wrds and expressins they learnt in the passage.
2. Ask students t chse anther suitable title fr the passage and give their reasns.
【設計意圖】在學習理解類活動的基礎上，要求學生對主人公 Bill Cunningham和其他攝影師展開闡釋，討論他們的不同之處，并寫關(guān)于 Bill Cunningham的概要，然后指導學生圍繞主題和所形成的新的知識結(jié)構(gòu)為文本選擇另一個合適的標題，檢驗學生對課文主旨大意的理解情況，促進語言運用的自動化，助力學生將知識轉(zhuǎn)化為能力。
Step III 遷移創(chuàng)新
活動六：推理與論證
Grup wrk.
Discuss why the authr writes this passage.
【設計意圖】引導學生探討作者的寫作目的，加深對主題意義的理解，了解文本反映的專業(yè)精神和人生哲學。
活動七：批判與評價
賞析語篇的寫作手法和特殊句型，探討其與主題意義的關(guān)聯(lián)。
(1) Learn.
①比較法
比較法是對兩個對象進行比較，從而進行說明的寫作手法。比較法又可細分為比較相同點(cmparisn)和比較不同點(cntrast)兩種方法。
②舉例法
舉例法是用具體的例子來說明要表達的意思。
③圖片說明文字
用文字對圖片進行解說和描述，突出人物的形象特征。
④強調(diào)句
通過各種方式對句子中的某個部分進行強調(diào)，從而給對方以深刻的印象。
⑤倒裝句
為了強調(diào)、突出某些內(nèi)容而顛倒原有語序的句式叫倒裝句。
(2) Apply.
Hw are these methds applied in the reading passage?
【設計意圖】賞析語篇寫作手法，幫助學生探討語篇的微觀組織結(jié)構(gòu)和宏觀組織結(jié)構(gòu)，學習修辭手段在語篇中的表意功能及常見用法，學習語篇中非文字表意形式和手段的表意功能，有意識地滲透語篇基本知識，幫助學生形成語篇意識，從而提高理解語篇意義的能力。
活動八：想象與創(chuàng)造
1. Think and share.
(1) Encurage students t cme up with five wrds r expressins t describe Bill Cunningham and give their reasns.
(2) Have students discuss the fllwing questins.
·What is yur understanding f Bill Cunningham’s wrds “Mney’s the cheapest thing”?
·Why is Bill Cunningham called a “cultural anthrplgist”?
·What can yu learn frm Bill Cunningham? Share yur thughts with the class.
·What text types have yu learnt abut t help yu describe peple? If yu were t write abut Bill Cunningham, which wuld yu chse?
【設計意圖】引導學生分組活動，展開討論，歸納出至少五個可以描述Bill Cunningham的詞匯或表達，進一步理解文章主題。同時鼓勵學生在深入理解課文的同時聯(lián)系自身實際，表達自己的觀點，進行知識和思維能力的拓展和遷移，培養(yǎng)高階思維。
2. Appreciate.
Shw sme phts taken by Bill Cunningham t students and request them t share their feelings after appreciating.
【設計意圖】展示Bill Cunningham的攝影作品，通過欣賞來緬懷這位已逝的攝影藝術(shù)大師，鼓勵學生就此展開討論并分享自己的感悟，學習他的工匠精神——永遠對攝影保持著一顆熾熱的心，數(shù)十年如一日的堅持嚴格要求自己。
3. Cmpete.
(1) Hld a phtgraph cntest fr students.
(2) Ask students t take phts with their hearts in daily life and chse ne t cmpete in this cntest.
(3) The winners tell the rest why they tk the pht and share their ideas abut phtgraphy.
【設計意圖】開展攝影比賽，要求學生課后用心拍攝一些照片，選出心中最“美”的一張參賽，鼓勵獲獎者分享拍攝心得。通過這些活動，可以讓學生懂得：美無處不在，時尚屬于民眾及Bill Cunningham對攝影的奉獻精神。
4. Discuss.
Ask students t learn what Chairman Xi said, share their thughts and talk abut what they will d in life.
習近平總書記強調(diào)，勞動創(chuàng)造幸福，實干成就偉業(yè)。希望廣大勞動群眾大力弘揚勞模精神、勞動精神、工匠精神，勤于創(chuàng)造、勇于奮斗，更好發(fā)揮主力軍作用，滿懷信心投身全面建設社會主義現(xiàn)代化國家、實現(xiàn)中華民族偉大復興中國夢的偉大事業(yè)。
【設計意圖】要求學生通過學習習近平總書記的話，聯(lián)系實際，談談自己應怎樣在生活中運用“工匠精神”，引導學生學會做人做事，成長為有文明素養(yǎng)和社會責任感的人。
板書設計
Suggested answer:
Ck Ding cmpared himself t ther cks by cmparing hw ften they had t change their knives.
Suggested answer:
Lrd Wenhui learnt that it is imprtant t study the principles f ding things, and t have perseverance, cncentratin, wisdm and devtin t ne’s craft.
I knw the price f success: dedicatin, hard wrk, and an unremitting devtin t the things yu want t see happen.
Frank Llyed wright
It’s nt that I’m s smart, it’s just that I stay with prblems lnger.
Albert Einstein
Withut craftsmanship, inspiratin is a mere reed shaken in the wind.
Jhannes Brahms
Backgrund infrmatin:
◆Frank Llyd Wright (1867～1959)
Frank Llyd Wright was an American architect, interir designer, writer and educatr whse revlutinary “rganic architecture” earned him a defining rle in early 20th century architectural mvements. His structures were designed t be inharmny with the peple wh inhabited them as well as their natural surrundings. Over the curse f his lng and prlific career, Wright designed ver 1, 000structures, 532 f which were cmpleted, n fewer than 12 f which are amng the Architectural Recrd’s hundred mst imprtant buildings f the century.
◆Albert Einstein (1879～1955)
The wrk f German-brn scientist Albert Einstein changed the field f physics frever, and vastly expanded peple’s understanding f the universe. His thery f relativity, ne f the fundamental theries f mdern physics, and the equatin E=mc2 paved the way t the develpment f atmic pwer. He was awarded the Nbel Prize in Physics 1921.
◆Jhannes Brahms (1833～1897)
Jhannes Brahms was a cmpser, pianist and cnductr f the Rmantic perid. German-brn, he lived a large part f his life in the Austrian capital f Vienna. Himself a virtusic pianist, he wrte music fr the pian and the rgan, as well as the symphny rchestra, the chamber ensemble and vice. Althugh being ne f the mst celebrated Rmantic cmpsers, Brahms was a relatively traditinal cmpser due t his drawing n the frm and rder f the Classical perid.
Suggested answers:
·(略)
·The qute by Albert Einstein cnveys the quality f perseverance.
The qute by Frank Llyd Wright cnveys the quality f cmmitment.
The qute by Jhannes Brahms cnveys the qualities f skill and aptitude.
·(略)
Backgrund infrmatin:
Bill Cunningham (1929~2016) was an American fashin phtgrapher. famus fr his candid phtgraphy, in particular that taken n the streets f New Yrk. As a fashin jurnalist in his early career, his phtgraphy caught the attentin f an American newspaper, fr which he reprted frm 1978 until his death in 2016. Shunning material wealth thrughut his lng and successful life, Cunningham’s philsphy was “If yu dn’t take their mney, they can’t tell yu what t d, kid.”
Suggested answers:
·The phtgrapher in the first picture is wrking n the street with a single, easy-t-carry camera.
The phtgrapher in the secnd picture is wrking in a studi with expensive, technlgically-advanced equipment.
·(略)
·The first picture tells us abut the phtgrapher’s apprach t his wrk and his interest in peple’s day-t-day lives.
Beliefs abut fashin
·Fashin is nt restricted t ①________.
·It belngs t ②________.
·It is abut what peple are wearing, nt ③________.
Devtin t phtgraphy
·Regardless f the weather, he wuld ④________.
·He wuldn’t back until ⑤________.
·He hardly ever ⑥________.
Life philsphy
·He lived in ⑦________.
·He ate ⑧________.
·He never accepted ⑨________ and valued ⑩________.
Suggested answers:
①high sciety and big brands
②the peple
③wh they are
④g ut nt the streets f New Yrk
⑤he knew he had the right phts
⑥tk a day ff and nt nce stayed hme sick
⑦a small apartment with a shared washrm
⑧the same meal f sausages, eggs and cffee
⑨t(yī)he benefits ffered t him fr being a fashin phtgrapher
⑩his integrity and wuld nt be bught by anyne
①Scial Butterfly
②Art and Devtin
③Fllwer f Fashin
④A Life in Phtgraphs
Suggested answer:
④
Suggested answers:
①比較法
·It certainly wasn’t the use f expensive, technlgically-advanced equipment. Cunningham always used simple, relatively cheap cameras and tk all his pictures n the streets f New Yrk, nt in a studi.
·Thrugh his fascinatin with what peple were wearing, and nt wh they were, he pened the drs f fashin t everyne—fashin as he saw it belnged t the peple, nt just t high sciety and big brands.
·He wuld even stay utside in a strm, nt cming back until he knew he had the right phts. He hardly ever tk a day ff and nt nce stayed hme sick.
·And if he went t a celebrity party, he was there t wrk rather than have fun.
·“Mney’s the cheapest thing,” he nce said, then added: “ is the mst expensive.”
·Bill Cunningham was an bserver, and nt ne f the bserved, a wrker nt a star—and this was hw he wanted it.
②舉例法
·He fund inspiratin where thers culd nt, in simple, everyday scenes, such as a man buying ranges at the lcal grcery stre, r a wman riding hme n the graffiti-cvered subway.
③圖片說明文字
·A white-haired ld man riding an rdinary bicycle arund the streets f New Yrk, always wearing the same blue wrker’s jacket and simple black running shes.
④強調(diào)句
· was within their reality that Cunningham saw bth beauty and ptential.
⑤倒裝句
·Nr was it a wide range f cntacts and cnnectins.
Suggested answers:
·(略)
·Bill Cunningham is called a “cultural anthrplgist” because his phtgraphy captured and created an everlasting recrd f the life f New Yrk and its peple ver half a century.
·(略)
·(略)
Unit 2 A life’s wrk
Perid I Starting ut & Understanding ideas
Ⅰ. 學習理解
活動一：感知與注意
1. Watch a vide.
2. Read qutes.
3. Lk and answer.
活動二：獲取與梳理
1. Predict.
2. Read.
3. Reread.
活動三：概括與整合
Share the feelings f reading.
Ⅱ. 應用實踐
活動四：描述與闡釋
1. Grup wrk.
2. Write a summary.
活動五：分析與判斷
1. Repeat the wrds and expressins.
2. Chse anther suitable title.
Ⅲ. 遷移創(chuàng)新
活動六：推理與論證
Grup wrk.
活動七：批判與評價
賞析語篇的寫作手法和特殊句型，探討其與主題意義的關(guān)聯(lián)。
(1) Learn.
(2) Apply.
活動八：想象與創(chuàng)造
1. Think and share.
2. Appreciate.
3. Cmpete.
4. Discuss.

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