單元主題
本單元主題語境是“人與自我”，涉及的主題語境內(nèi)容是工匠精神。本單元介紹了歷史上不同時(shí)期不同領(lǐng)域的杰出人物在各自的職業(yè)生涯中對(duì)于工匠精神的理解和踐行。本單元的內(nèi)容從《庖丁解?！返墓适麻_始，依次介紹了美國(guó)著名攝影師Bill Cunningham、京劇表演藝術(shù)大師梅蘭芳、“兩彈一星”元?jiǎng)卓茖W(xué)家鄧稼先、于敏和錢學(xué)森，故宮鐘表修復(fù)師王津以及“樣式雷”家族。本單元旨在通過工匠精神這一話題，引入相關(guān)詞匯與語法結(jié)構(gòu)，實(shí)現(xiàn)單元總目標(biāo)，即引導(dǎo)學(xué)生在了解這些名人的事跡后，能學(xué)習(xí)他們的工匠精神，克服困難，迎接挑戰(zhàn)，培養(yǎng)鉆研探索的精神，發(fā)現(xiàn)自己的人生價(jià)值，用無怨無悔的精神去實(shí)現(xiàn)人生理想。
單元目標(biāo)
1. 語言能力目標(biāo)
能夠綜合運(yùn)用各種語言技能，讀懂與工匠精神有關(guān)的話題，恰當(dāng)運(yùn)用所學(xué)詞匯及表達(dá)談?wù)摵兔枋龈黝I(lǐng)域杰出人物對(duì)工匠精神的踐行和傳承。
2. 文化意識(shí)目標(biāo)
能夠了解中外各行各業(yè)優(yōu)秀人物的精神品質(zhì)，學(xué)會(huì)做人做事，深化對(duì)本單元主題的理解，樹立“堅(jiān)持不懈、精益求精”的人生態(tài)度。
3. 思維品質(zhì)目標(biāo)
能夠通過比較、分析、聯(lián)系實(shí)際生活，有邏輯、有層次地介紹杰出人物的生平事跡，實(shí)現(xiàn)知識(shí)和思維能力的拓展與遷移。
4. 學(xué)習(xí)能力目標(biāo)
能夠通過運(yùn)用各種學(xué)習(xí)策略，在自主學(xué)習(xí)、合作學(xué)習(xí)與探究式學(xué)習(xí)的過程中，不斷監(jiān)控、評(píng)價(jià)、反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和過程，提高分析和解決問題的能力，提高自己的理解能力和表達(dá)能力。
Starting ut板塊教學(xué)設(shè)計(jì)
（建議時(shí)長(zhǎng)10–15分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Viewing + Speaking
主題語境
人與自我——優(yōu)秀品質(zhì)，正確人生態(tài)度
內(nèi)容分析
一段視頻呈現(xiàn)了關(guān)于中國(guó)古代《庖丁解牛》的故事，介紹了庖丁在多年的解牛生涯過程中通過反復(fù)實(shí)踐總結(jié)出的技巧和經(jīng)驗(yàn)。三幅圖分別呈現(xiàn)了Albert Einstein、Frank Llyd Wright和Jhannes Brahms三位名人及他們有關(guān)“工匠精神”的名言，旨在導(dǎo)入話題，激活學(xué)生已有的語言、背景信息，激發(fā)學(xué)生對(duì)話題的興趣，為整個(gè)單元的學(xué)習(xí)活動(dòng)預(yù)熱。
教學(xué)目標(biāo)
1. 學(xué)生通過視頻了解中國(guó)古代經(jīng)典故事中的工匠精神。
2. 學(xué)生通過閱讀名人名言了解他們對(duì)于成功的要素和個(gè)人品質(zhì)的理解。
3. 學(xué)生能夠通過“看”、“讀”、“聽”，對(duì)“工匠精神”形成初步認(rèn)識(shí)，并能簡(jiǎn)單表達(dá)自己的觀點(diǎn)和看法。
教學(xué)重點(diǎn)
1.引導(dǎo)學(xué)生通過觀看視頻材料，理解庖丁成功解牛的關(guān)鍵和技巧。
2. 引導(dǎo)學(xué)生通過閱讀名言，了解名人對(duì)于成功要素的理解。
教學(xué)難點(diǎn)
1. 引導(dǎo)學(xué)生觀看視頻，記錄信息要點(diǎn)和歸納主旨大意；
2. 引導(dǎo)學(xué)生反復(fù)朗讀名言，討論名言傳遞的信息，并表達(dá)自己的觀點(diǎn)。
教學(xué)策略
視聽說法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T lists sme new wrds that appear in the vide and helps Ss t understand the meanings f the wrds.
2. T plays the vide and asks Ss the questins in Activity 1.
3. T plays the vide again and asks Ss t answer the questins in Activity 2 individually befre checking the answers in the class.
1. Ss read the new wrds and try t understand the meanings f these wrds with the T’s help.
2. Ss watch the vide, take ntes abut the key infrmatin and answer the questins in Activity 1.
3. Ss watch the vide again and answer the questins in Activity 2.
Get int the tpic and get the initial understanding f the tpic “craftsmanship”
Activity 2
1. T intrduces the related infrmatin abut the three famus peple and their qutes.
2. T asks student representatives t answer the questin.
3. T asks Ss t read the qutes individually and try t translate them int Chinese.
4. T presents three English explanatins t the qutes and asks Ss t match the explanatins with the qutes. And asks Ss t answer the ther questins in Activity 2.
1. Ss listen t the teacher’s intrductin and talk abut Questin 1 in Activity 2.
2. Ss share their ideas abut the questin after the student representatives give the answers.
3. Ss read the qutes individually and try t translate the qutes.
4. Ss read and match the English explanatins given by the Twith the qutes as fast as they can. And answer the ther questins.
Aruse Ss’ interest in the tpic and inspire them t think deeply abut craftsmanship.
Understanding ideas板塊教學(xué)設(shè)計(jì)
（建議時(shí)長(zhǎng)30–35分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Reading + Speaking
主題語境
人與自我——優(yōu)秀品質(zhì)，正確人生態(tài)度，生命意義，社會(huì)責(zé)任
內(nèi)容分析
本文是一篇新聞特寫。文章介紹了美國(guó)傳奇街拍攝影師Bill Cunningham的專業(yè)精神和人生哲學(xué)。讀前活動(dòng)讓學(xué)生比較Bill Cunningham和一般時(shí)尚攝影師的不同，旨在構(gòu)建學(xué)生與課文話題及內(nèi)容的聯(lián)系，為課文學(xué)習(xí)做鋪墊。讀中活動(dòng)對(duì)讀前活動(dòng)的推測(cè)進(jìn)行驗(yàn)證，幫助學(xué)生了解課文大意。讀后活動(dòng)則通過主旨大意歸納、細(xì)節(jié)理解和開放式問答等活動(dòng)，啟發(fā)學(xué)生深入思考，探究主題意義。
教學(xué)目標(biāo)
1. 學(xué)生通過推測(cè)和略讀，獲取課文大意，并根據(jù)課文內(nèi)容準(zhǔn)確理解課文標(biāo)題和作者的寫作意圖；
2. 學(xué)生通過精讀，分析文章的總體結(jié)構(gòu)，學(xué)習(xí)對(duì)比描述的寫作方法；
3. 學(xué)生通過把課文內(nèi)容和自身生活實(shí)際相聯(lián)系，思考Bill Cunningham的人生哲學(xué)并從中獲得啟發(fā)和鼓勵(lì)，加深對(duì)工匠精神的理解，同時(shí)進(jìn)一步思考如何在學(xué)習(xí)上和生活上努力付出、精益求精并取得成功。
教學(xué)重點(diǎn)
引導(dǎo)學(xué)生通過運(yùn)用預(yù)測(cè)，精讀、略讀等多種閱讀技能，準(zhǔn)確理解主旨、標(biāo)題及作者的寫作意圖。
教學(xué)難點(diǎn)
引導(dǎo)學(xué)生根據(jù)作者對(duì)比的寫作方法和文章的敘述結(jié)構(gòu)，深入思考Bill Cunningham的人生哲學(xué)，深化對(duì)工匠精神的理解。
教學(xué)策略
Task-Based Learning & Prblem-Based Learning
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T rganises grup-wrk and asks Ss t have a discussin abut the messages cnveyed by the pictures and predict the cntents f the reading.
2. T asks Ss t d teamwrk and talk abut Questins 1, 2, 3 in Activity 1.
3. T asks student representatives t reprt the answers and encurages them t give supprting reasns.
4. T asks Ss t read the passage and later discuss whether the answers have changed.
1. Ss lk at the pictures and predict the cntents f the reading based n the messages cnveyed by the pictures.
2. Ss d teamwrk and have a discussin abut Questins 1, 2, 3.
3. Student representatives reprt the answers n behalf f their teams and give supprting reasns.
4. Ss read the passage and later discuss whether the answers have changed r nt.
Lead t the tpic and inspire Ss t think abut the differences and train their ability t make predictin abut the cntents f the reading.
Activity 2
1. T asks Ss t read the fur subtitles individually and chse the right title.
2. T asks Ss t share their answers and explain the reasns.
1. Ss read the fur subtitles and chse the title they think right.
2. Ss reprt their answers t the class and explain the reasns.
Train Ss’ reading skills f getting the main idea and finding ut the supprting details.
Activity 3
1. T asks Ss t read the directins and infrmatin in Activity 3 and make sure they understand the intentin f the activity.
2. T asks Ss t wrk in pairs and cmplete the diagram accrding t the passage.
3. T asks Ss t chse representatives t share the answers.
4. T asks Ss t think f at least five wrds r expressins t describe Bill Cunningham and give their reasns.
1. Ss read the directins and infrmatin in Activity 3 individually and figure ut the intentin f the activity.
2. Ss wrk in pairs, read the passage carefully and cmplete the diagram.
3. Ss chse the representatives t share the answers.
4. Ss think f at least five wrds and expressins t describe Bill Cunningham and give their reasns based n the infrmatin in the diagram.
Imprve Ss’ ability t grasp the structure and key infrmatin f the passage and understand the writer’s writing intentin.
Think & Share
1. T divides Ss in grups and asks them t discuss the questins in this part.
2. T invites sme Ss t answer the questins, meanwhile encurages the thers t carry ut pen discussin and give cmments when necessary, s as t make them think deeply abut the theme f the passage.
1. Ss discuss the tw questins in grups and then share their ideas with the class.
2. Ss carry ut pen discussin, listen t thers’ pinins, vice their answers ut and think deeply abut the theme f the passage under the guidance f the teacher.
Train Ss’ ability t think deeply, learn t dig the hidden infrmatin f the passage and express their ideas in a lgical way.
Using Language板塊教學(xué)設(shè)計(jì)
（建議時(shí)長(zhǎng)80–90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Reading + Listening + Speaking
主題語境
人與自我——優(yōu)秀品質(zhì)，正確人生態(tài)度，公民義務(wù)與社會(huì)責(zé)任
內(nèi)容分析
本部分包括語法部分Predicative Clauses和聽說部分The spirit f craftsmanship。語法部分介紹了英語表語從句的用法，由兩個(gè)小語段組成。第一個(gè)小語段介紹了Ruth Bancrft和她的花園，第二個(gè)小語段介紹了我國(guó)著名京劇表演藝術(shù)家梅蘭芳及他的藝術(shù)貢獻(xiàn)。聽說部分的材料是兩段和傳統(tǒng)手工藝相關(guān)的語篇，分析了傳統(tǒng)手工藝逐漸失傳的現(xiàn)狀，號(hào)召人們保護(hù)傳統(tǒng)手工藝，幫助學(xué)生構(gòu)建描述傳統(tǒng)手工藝的詞匯和表達(dá)，使學(xué)生在真實(shí)語境下進(jìn)行思考和交際運(yùn)用，全方位提高綜合語言運(yùn)用能力。
教學(xué)目標(biāo)
1. 學(xué)生能夠在教師的引導(dǎo)下，發(fā)現(xiàn)并總結(jié)表語從句的構(gòu)成形式和基本用法。
2. 學(xué)生能夠進(jìn)一步理解表語從句的特點(diǎn)和意義。
3. 學(xué)生能夠根據(jù)需要在真實(shí)情境中恰當(dāng)?shù)剡\(yùn)用表語從句。
4. 學(xué)生能夠運(yùn)用相關(guān)的詞匯和表達(dá)描述傳統(tǒng)手工藝的現(xiàn)狀及體現(xiàn)工匠精神的品質(zhì)。
教學(xué)重點(diǎn)
引導(dǎo)學(xué)生學(xué)會(huì)運(yùn)用表語從句及描述傳統(tǒng)手工藝的詞匯和表達(dá)。
教學(xué)難點(diǎn)
引導(dǎo)學(xué)生學(xué)會(huì)根據(jù)語境恰當(dāng)?shù)剡\(yùn)用表語從句和相關(guān)詞語。
教學(xué)策略
交際教學(xué)法、任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t read the sentences，pay attentin t the bld parts and answer Questin 1.
2. T asks Ss t read the sentences again, thinking abut Questin 2 and find ut the similarities and differences by cmparing the example sentences.
3. T guides Ss t sum up the usage f predicative clauses.
4. T asks Ss t lk fr mre examples f predicative clauses in the reading passage.
1. Ss read the sentences, think abut the bld parts in the sentences and answer Questin 1.
2. Ss read the sentences again with Questin 2 in mind and try t find ut the same functin and different characteristics in the example sentences with the teacher’s help.
3. Ss check answers tgether, sum up the usage f predicative clauses and find ut mre examples.
Train Ss’ learning ability t sum up the grammatical rules.
Activity 2
1. T gives a brief intrductin t Ruth Bancrft.
2. T plays the tape and asks Ss t get the main ideas f the listening.
3. T asks Ss t cmplete the sentences accrding t the listening in Activity 2.
4. T asks Ss t read the sentences they cmplete and check the answers.
1. Ss listen t the intrductin and get familiar with the tpic.
2. Ss listen t the tape and sum up the main idea f the listening.
3. Ss listen carefully and finish the sentences in Activity 2.
4. Ss read the sentences and check the answers tgether.
Use predicative clauses in a real cntext t get better understanding f them.
Activity 3
1. T asks Ss t read the shrt passage and pay attentin t the underlined sentences.
2. T asks Ss t rewrite the underlined sentences int the sentences with predicative clauses using crrect related wrds.
3. T invites sme students t read their rewritten sentences and check the answers.
1. Ss read the passage and fcus n the underlined sentences.
2. Ss rewrite the underlined sentences int the sentences with predicative clauses.
3. Ss read and share their rewritten sentences and check the answers tgether.
Imprve Ss’ ability t use predicative clauses crrectly by creating their wn sentences.
Activity 4
1. T asks Ss t brainstrm the names f sme artists that they like r are familiar with.
2. T asks Ss t wrk in grups and talk abut the life and cntributins f the artists that they like r are familiar with.
3. T asks Ss t intrduce an artist written at least five sentences using predicative clauses where apprpriate.
1. Ss think fast and tell the names f the artists that cme int their minds.
2. Ss wrk in grups and intrduce the life and cntributins f the artists.
3. Ss intrduce an artist including his r her life and cntributin using predicative clauses where apprpriate.
Train Ss’ ability t transfer and innvate what they have learnt in a real language cntext.
Activity 5-7
1. T creates a real cntext related t the tpic t help Ss t review the relevant vcabulary.
2. T guides Ss t read and understand the fur sentences in Activity 5.
3. T plays the tape and asks Ss t finish the task in Activity 5.
4. T plays the tape again and asks Ss t finish the task in Activity 6 by detailed infrmatin; and then wrk in pairs t have a discussin abut the infrmatin they get related t traditinal crafts.
5. T divides Ss int grups and asks them t talk abut the meanings and pragmatic functin f the listed expressins and finish Activity 7.
1. Ss review useful wrds and relevant phrases with the help f the real cntext.
2. Ss read the sentences in Activity 5 and try t understand the meanings.
3. Ss listen t the tape, finish the task, discuss the answers in grups and check the answer.
4. Ss listen t the tape again, take ntes abut the detailed infrmatin and finish Activity 6; and then d pair-wrk t talk abut traditinal crafts using the infrmatin they get.
5. Ss wrk in grups and talk abut the meanings and pragmatic functin f the listed expressins and finish Activity 7.
Train Ss’ ability t listen fr details and understand the intentin f listening material as well as their ability t express themselves by giving reasns t supprt their pinins.
Activity 8
1. T presents pictures r vides t lead in the tpic f traditinal crafts.
2. T asks Ss t read the passage individually and answer Questins 1 and 2 accrding t the infrmatin they get frm the passage.
1. Ss watch the pictures r vides and think abut the tpic.
2. Ss read the passage, get the infrmatin and finish Questins 1 and 2 in Activity 8.
Raise Ss’ awareness f prtecting traditinal crafts.
Activity 9
1. T asks Ss t read and understand the text, fcusing n the bld wrds and expressins.
2. T asks Ss t read the
text again with the questins belw and then divides Ss int grups t discuss these questins.
3. T asks sme grups t share their answers with ther grups supplementing and assessing.
1. Ss read the text and try t guess the meanings f the bld wrds and expressins accrding t the cntext.
2. Ss search fr the answers t the questins in the text and then share with their grup members.
3. Ss give their imprved answers after the cperatin befre listening t ther grups’ pinins.
Knw abut sme wrds and expressins and the main idea f the passage—the 23 scientists’ cntributins and their harsh cnditins.
Activity 10
1. T asks Ss t find the wrds and expressins abut the qualities as many as pssible in the text.
2. T divides Ss int grups t discuss hw t put their findings int the bxes with fur qualities.
3. T chses sme students t shw their ideas and then encurages ther students t supplement r assess.
4. T helps Ss brainstrm wrds r expressins abut psitive qualities in Activity 9 and put them int the bxes.
5. T mtives Ss t have a wrd cmpetitin amng them, in which the winner presents mre wrds r expressins.
1. Ss find the qualities the scientists have in the text.
2. Ss distinguish the wrds r expressins abut qualities and put them int the right bxes.
3. Sme Ss give their answers while thers vice their wn pinins t mdify.
4. Ss think ut ther psitive qualities, nes that are nt mentined in the text and add them int the suitable bxes.
5. Ss try their best t cme up with wrds r expressins abut psitive qualities scientists shuld have as many as pssible, helping their wn grup t be the winner in the wrd cmpetitin.
Having a better understanding f gd qualities these scientists have.
Activity 11
1. T assigns a task t Ss in pairs t intrduce yur favrite peple with spirits f craftsmanship, using the wrds and expressins in Activity 10 as many as pssible.
2. T encurages pairs f Ss t shw their wrk, cntributing t active interactin with each ther.
1. Ss describe their favrite peple wh dedicate their life t their wrk using the wrds and expressins in Activity 10 as many as pssible in pairs.
2. Ss share their descriptin with the class while learning frm ther peers.
Cnslidate and integrate the language and cntent learnt.
Develping ideas板塊教學(xué)設(shè)計(jì)
（建議時(shí)長(zhǎng)80–90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Reading + Writing
主題語境
人與自我——工匠的日常工作和精神
內(nèi)容分析
本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語篇類型為記敘文，介紹了故宮博物院鐘表修復(fù)師王津日復(fù)一日、爭(zhēng)分奪秒地修復(fù)國(guó)寶級(jí)鐘表文物的事跡；讀寫部分的范文是對(duì)“樣式雷”家族的介紹。通過這一板塊的學(xué)習(xí)，學(xué)生能夠加深對(duì)工匠精神的理解，并且初步掌握說明文的寫作內(nèi)容和寫作方法。
教學(xué)目標(biāo)
1學(xué)生能夠理解課文內(nèi)容，了解到故宮博物院鐘表文物修復(fù)的復(fù)雜和不易，感受到鐘表修復(fù)師王津耐得住寂寞，兢兢業(yè)業(yè)地做著修復(fù)工作的工匠精神；
2 引導(dǎo)學(xué)生聯(lián)系自身實(shí)際，加深對(duì)本單元主題意義的理解，啟發(fā)學(xué)生理解工匠精神和“一生做好一件事”的意義；
3 引導(dǎo)學(xué)生通過完成閱讀任務(wù)和學(xué)習(xí)說明文的寫作方法，運(yùn)用所學(xué)內(nèi)容寫一篇說明文。
教學(xué)重點(diǎn)
引導(dǎo)學(xué)生讀懂文章，了解故宮博物院鐘表修復(fù)師王津日復(fù)一日、爭(zhēng)分奪秒地修復(fù)國(guó)寶級(jí)鐘表的事跡和對(duì)“樣式雷”家族的相關(guān)情況，對(duì)更多的工匠和其精神有更深的理解。
教學(xué)難點(diǎn)
引導(dǎo)學(xué)生注重語言在思維層面的內(nèi)化和輸出。
教學(xué)策略
交際教學(xué)法、任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T plays a vide and asks Ss t watch and then find the answers t Questins1-3.
2. T plays the vide again t help Ss duble-check their answers. The vide will be played mre times if necessary.
3. T asks sme Ss t give their answers, helping Ss check whether their answers are right r nt.
4. T divides Ss int grups t discuss abut Questin 4.
5. T chses sme grups t share their pinins and the answer t Questin 4, asking ther grups t supplement and carry ut a free talk.
1. Ss read the Questins1-3 first and try t find the answers t them while watching the vide.
2. Ss turn t T fr help t watch the vide again if they have difficulty answering the questins.
3. Ss shw and check their answers. .
4. Ss wrk with their partners t discuss abut Questin 4.
5. Ss shw their answers t the whle class t learn frm thers t imprve their wn answers thrugh a free talk.
Lead t the tpic and activate Ss’ backgrund knwledge.
Activity 2
1. T guides Ss t fcus n the pictures, the title and the vide they just watched, predicting what the text is abut.
2. T asks sme Ss t express their predictins and the reasns.
3. T asks Ss t skim the text t grasp the main idea f the text which can help check their predictins.
1. Ss fix their attentin t the pictures and the title and then predict what the text is abut with the help f the vide they just watched.
2. Ss give their predictins and reasns t their peers.
3. Ss read the text quickly t find the main idea and prve whether their predictins are right r wrng.
Cultivate the interest and curisity abut the tpic and grasp the main idea f the text.
Activity 3
1. T asks Ss t read the text carefully again and match the questins t the paragraphs.
2. T divides Ss int grups and asks them t summarise the main idea fr each paragraph.
3. T asks each grup f Ss t check the matches and discuss abut their answers t the questins.
4. T invites sme grups t share their answers and their reasns with ther grups t supplement.
1. Ss read the text carefully and d the matching exercise.
2. Ss summarise the main idea f each paragraph with the help f their grup.
3. Ss check their matching results accrding t the summaries and discuss with their partners abut the answers t the questins.
5. Ss shw their answers and reasns t get imprved with thers’ help.
Check Ss’ understanding f the passage.
Think & Share
1. T instructs Ss t discuss the answers t the questins in the part and prvke their deep thughts n the basis f their wn experiences, prviding mre backgrund knwledge if necessary.
2. T asks sme Ss t share their answers and thers t supplement, creating a free talk.
1. Ss discuss the fur questins in grups n the basis f their wn experiences and with the help f T.
2. Ss share their pinins with thers and carry ut a free talk.
Deepen Ss’ understanding f the passage and stimulate their thinking.
Activity 4
1. T gets Ss prepared t deliver their speech by encuraging them t surf the Internet fr sme related infrmatin t get further understanding f ther masters’ restratin jbs in the Frbidden City.
2. T divides Ss int grups t discuss the five questins.
3. T helps Ss t fill up the frm and get them ready fr their speech.
4. T instructs and encurages Ss t shw
their presentatins in the frnt f the classrm.
5. T asks Ss t select the mst persuasive speech
and explain their reasns, and then T gives a summary abut hw t rganise a speech and what speech skills t be used.
6. T helps Ss imprve their speech and encurages them t present in frnt.
1. Ss surf the Internet fr sme resurces abut ther masters’ restratin jbs in the Frbidden City and set ut t prepare their speech.
2. Ss discuss the five questins with the members f their grup.
3. Ss fill up the frm and get prepared fr the speech.
4. Ss deliver their speech in frnt f thers.
5. Ss vice their pinins and give reasns fr their chices abut the mst persuasive speech.

Cnslidate and integrate the language and cntent learnt.
Activity 5
1. T asks Ss t read the questins belw the text and try t find the answers while reading the text.
2. T divides Ss int grups t discuss the answers t the questins and underline the wrds and expressins describing the qualities f the Lei family.
3. T requires Ss t check the answers after sme Ss’ presentatins.
1. Ss read the questins belw the text and read the text t find the answers.
2. Ss share their answers with their members in grups and underline the wrds and expressins abut the qualities.
3. Ss d their presentatins and duble-check their answers with each ther.

Knw the stylistic features and cntents f an expsitry essay, and lay a fundatin fr Activity 6.
Activity 6-7
1. T leads Ss t analyse the structural features and cntents f an expsitry essay with the versin f Activity 5.
2. T asks Ss t chse ne craftsman in their hearts and cmplete the utline in Activity 6.
3. T guides Ss t finish their individual task f writing an
expsitry essay accrding t “Learning t learn”.
4. T assigns Ss t read the ther’s essay and ptimise it in pairs.
5. T asks Ss t shw their plished essays t get thers’ further feedback under T’s guidance.
1. Ss think f the structural features and cntents f an expsitry essay.
2. Ss finish their individual task f writing an
expsitry essay
3. Ss share their stries and give cmments t each ther.
4. Ss read the ther’s essay and ptimise it in pairs.
5. Ss shw their plished essays t get thers’ further feedback under T’s guidance.
Practise writing and plish an expsitry essay thrugh peer evaluatin.
Presenting ideas & Reflectin板塊教學(xué)設(shè)計(jì)
（Presenting ideas和Reflectin部分建議時(shí)長(zhǎng)80–90分鐘，
教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Speaking
主題語境
人與自我——工匠的日常工作和精神
內(nèi)容分析
Presenting ideas板塊要求學(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——然后尋找充足的論據(jù)支持自己的觀點(diǎn)，并組成正反兩方進(jìn)行辯論。本板塊旨在通過觀點(diǎn)的思考與表達(dá)，促進(jìn)學(xué)生在真實(shí)的語境下綜合運(yùn)用語言，相互合作，展示個(gè)性，充分表達(dá)自己對(duì)單元主題思想的理解和認(rèn)識(shí)。
Reflectin板塊引導(dǎo)學(xué)生能夠在本單元學(xué)習(xí)過程中和結(jié)束時(shí)對(duì)自己的學(xué)習(xí)行為和效果做出評(píng)估和分析，對(duì)自己的優(yōu)缺點(diǎn)和得失做出反思，并與教師溝通改進(jìn)方法。
教學(xué)目標(biāo)
1．引導(dǎo)學(xué)生通過本板塊的學(xué)習(xí)，更深入地理解堅(jiān)韌不拔的毅力、堅(jiān)持不懈的精神對(duì)于一個(gè)人的事業(yè)與人生的重要性，能夠辯證地看待問題，另辟蹊徑，思考解決問題的辦法；
2．幫助學(xué)生熟悉辯論的流程，引導(dǎo)學(xué)生通過運(yùn)用本單元所學(xué)的表達(dá)方式，恰當(dāng)表達(dá)自己的觀點(diǎn)，有理有據(jù)地進(jìn)行辯論；
3．引導(dǎo)學(xué)生分組討論并搜集論據(jù)，通過合理分工、協(xié)作完成辯論，培養(yǎng)團(tuán)隊(duì)合作意識(shí)。
教學(xué)重點(diǎn)
1. 引導(dǎo)學(xué)生根據(jù)單元所學(xué)內(nèi)容，分析文本體裁特征和掌握關(guān)于工匠精神的表達(dá)和加深對(duì)總結(jié)工匠精神的理解。
2. 引導(dǎo)學(xué)生從語言能力、思維品質(zhì)等方面對(duì)自己在學(xué)習(xí)本單元后的效果做出合理的評(píng)價(jià)。
教學(xué)難點(diǎn)
1. 指導(dǎo)學(xué)生使用本板塊中的實(shí)用表達(dá)，關(guān)注內(nèi)容的細(xì)節(jié)補(bǔ)充。
2. 引導(dǎo)學(xué)生如何客觀科學(xué)地做好互評(píng)和自我評(píng)價(jià)。
教學(xué)策略
元認(rèn)知策略、認(rèn)知策略、交際策略和情感策略
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t read the pinins f the tw teenagers and the three questins belw.
2. T divides Ss int grups t discuss the tw pinins and the answers.
3. T invites sme representatives frm sme grups t the frnt t present their utcmings f their discussins.
1. Ss read the tw shrt passages abut the pinins f the tw teenagers and the three questins belw.
2. Ss brainstrm their ideas in grups.
3. Ss chse sme representatives t share their ideas after discussin.
Generate new ideas and prepare fr the presentatin.
Activity 2-4
1. T regrups Ss int teams sharing the same idea.
2. T encurages Ss t fill up the frm in Activity 2 by cllecting supprting ideas and searching fr the exact examples.
3. T assigns the debating task t Ss and asks them t prepare a well-rganised and persuasive argument using practical wrds.
4. T rganises students t develp a debate by chsing three r fur debaters frm each grup.
1. Ss frm a new grup sharing the same idea.
2. Ss write dwn their views ,arguments and supprting examples t cmplete the frm with the cperatin f their grups.
3. Ss wrk in grups and write an argument fr the debate.
4. Ss chse three r fur Ss frm their grups t participate in the debate.
Organise a debate in the class.
Reflectin
1. T asks Ss t d self-assessment abut their wn academic perfrmances accrding t the questins given in the part.
2. T helps Ss t summarise what they have learnt in the unit.
3. T asks Ss t make sure what they need t imprve and reflect.
4. T helps Ss t imprve the learning methds and mdify studying strategies.
Ss rate their perfrmance in this unit, summarise what they have learnt and think abut what they need t imprve and reflect.
Review, rate perfrmance and think abut ways t imprve.
Prject板塊教學(xué)設(shè)計(jì)
（此部分教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Speaking
主題語境
人與自我——工匠的日常工作和精神
內(nèi)容分析
本板塊的項(xiàng)目實(shí)踐活動(dòng)要求學(xué)生開展調(diào)研，搜集身邊的傳統(tǒng)手工藝并制作名錄。教師引導(dǎo)學(xué)生通過自主學(xué)習(xí)、合作學(xué)習(xí)與探究式學(xué)習(xí)，培養(yǎng)學(xué)生的調(diào)研與思考能力，對(duì)單元主題做進(jìn)一步的延伸和探索。
教學(xué)目標(biāo)
1. 指導(dǎo)學(xué)生運(yùn)用一定的調(diào)研方法和技巧，選擇合適的途徑展開調(diào)研；
2. 引導(dǎo)學(xué)生充分進(jìn)行小組合作，合理安排分工，全面而科學(xué)地完成傳統(tǒng)手工藝項(xiàng)目目錄；
3. 引導(dǎo)學(xué)生學(xué)習(xí)工匠大師的傳世作品和優(yōu)秀的工匠精神，培養(yǎng)自己堅(jiān)持不懈的優(yōu)秀品質(zhì)。
教學(xué)重點(diǎn)
1. 引導(dǎo)學(xué)生利用單元所學(xué)，了解和掌握調(diào)研的方法和技巧，發(fā)掘出更多感人的工匠故事；
2. 確定分組，完善小組內(nèi)分工，為課堂活動(dòng)做好準(zhǔn)備。
教學(xué)難點(diǎn)
1. 引導(dǎo)學(xué)生分組匯報(bào)調(diào)研成果，全班進(jìn)行評(píng)價(jià)并給出修改建議；
2. 引導(dǎo)學(xué)生進(jìn)行自我反思如何養(yǎng)成認(rèn)真做事的好習(xí)慣。
教學(xué)策略
任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Investigate
1. T asks Ss t get further understanding f traditinal craftsmanship by surfing the Internet, visiting museums, art galleries and flk craftsmanship streets while ding a research abut dying craftsmanship.
2. T requires Ss t keep a written recrd abut their research.
1. Ss d their researches in museums, art galleries and flk craftsmanship streets r by surfing the Internet.
2. Ss makes ntes abut what they have seen.
Develp skills f searching infrmatin.
Plan
1. T divides Ss int grups t share their investigatins.
2. T asks Ss t make a list f traditinal craftsmanship accrding t their investigatins.
1. Ss share what theyhave fund with their members.
2. Ss wrk in grups and list traditinal craftsmanship.
List traditinal craftsmanship.
Create
1. T asks Ss t cllect pictures as many as pssible in advance as scheduled.
2. T assigns Ss t write a directry entry fr their chsen craft accrding t the instructins in Ss’ Bk.
3. T guides Ss t create a presentatin in PPT abut their chsen craft by selecting prper pictures matching with the wrds and carefully designing.
1. Ss search fr sme vivid pictures t illustrate the wrk f traditinal craftsmanship.
2. Ss chse a craft t write a directry entry.
3. Ss design their wrk int their PPT with suitable pictures.
Giving a presentatin in a grup and learn frm each ther.
Present
1. T encurages Ss t present their wrks and asks Ss t feedback, helping Ss t reflect.
2. T rganises Ss t cllect their directry entries, prducing a cllectin f traditinal craftsmanship, and then make it a printed versin and an electrnic editin.
3. T helps Ss t dnate the printed versin t the schl library and uplad the electrnic editin nt the Internet, appealing t prtectin f traditinal craftsmanship.
1. Ss shw their wrk and evaluate ne anther’s wrks.
2. Ss create a cllectin f traditinal craftsmanship.
3. Ss present the printed versin t the class and uplad the electrnic editin nt the Internet, appealing t prtectin f traditinal craftsmanship.
Carry ut the prject.

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