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高中英语外研版 (2019)选择性必修 第三册Unit 2 A life’s work教学设计
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这是一份高中英语外研版 (2019)选择性必修 第三册Unit 2 A life’s work教学设计，共22页。
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。
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。
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 ut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
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 Llyd Wright和Jhannes 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。
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。
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 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板块教学设计
（建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
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。
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。
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
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板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening + Speaking
主题语境
人与自我——优秀品质，正确人生态度，公民义务与社会责任
内容分析
本部分包括语法部分Predicative Clauses和听说部分The spirit f craftsmanship。语法部分介绍了英语表语从句的用法，由两个小语段组成。第一个小语段介绍了Ruth Bancrft和她的花园，第二个小语段介绍了我国著名京剧表演艺术家梅兰芳及他的艺术贡献。听说部分的材料是两段和传统手工艺相关的语篇，分析了传统手工艺逐渐失传的现状，号召人们保护传统手工艺，帮助学生构建描述传统手工艺的词汇和表达，使学生在真实语境下进行思考和交际运用，全方位提高综合语言运用能力。
教学目标
1. 学生能够在教师的引导下，发现并总结表语从句的构成形式和基本用法。
2. 学生能够进一步理解表语从句的特点和意义。
3. 学生能够根据需要在真实情境中恰当地运用表语从句。
4. 学生能够运用相关的词汇和表达描述传统手工艺的现状及体现工匠精神的品质。
教学重点
引导学生学会运用表语从句及描述传统手工艺的词汇和表达。
教学难点
引导学生学会根据语境恰当地运用表语从句和相关词语。
教学策略
交际教学法、任务型教学法
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板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与自我——工匠的日常工作和精神
内容分析
本板块呈现了从另一角度反映单元主题的课文，语篇类型为记叙文，介绍了故宫博物院钟表修复师王津日复一日、争分夺秒地修复国宝级钟表文物的事迹；读写部分的范文是对“样式雷”家族的介绍。通过这一板块的学习，学生能够加深对工匠精神的理解，并且初步掌握说明文的写作内容和写作方法。
教学目标
1学生能够理解课文内容，了解到故宫博物院钟表文物修复的复杂和不易，感受到钟表修复师王津耐得住寂寞，兢兢业业地做着修复工作的工匠精神；
2 引导学生联系自身实际，加深对本单元主题意义的理解，启发学生理解工匠精神和“一生做好一件事”的意义；
3 引导学生通过完成阅读任务和学习说明文的写作方法，运用所学内容写一篇说明文。
教学重点
引导学生读懂文章，了解故宫博物院钟表修复师王津日复一日、争分夺秒地修复国宝级钟表的事迹和对“样式雷”家族的相关情况，对更多的工匠和其精神有更深的理解。
教学难点
引导学生注重语言在思维层面的内化和输出。
教学策略
交际教学法、任务型教学法
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板块教学设计
（Presenting ideas和Reflectin部分建议时长80–90分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自我——工匠的日常工作和精神
内容分析
Presenting ideas板块要求学生思考两种观点——人的一生是应该广泛涉猎不同领域，还是应该坚持专注做好一件事——然后寻找充足的论据支持自己的观点，并组成正反两方进行辩论。本板块旨在通过观点的思考与表达，促进学生在真实的语境下综合运用语言，相互合作，展示个性，充分表达自己对单元主题思想的理解和认识。
Reflectin板块引导学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析，对自己的优缺点和得失做出反思，并与教师沟通改进方法。
教学目标
1．引导学生通过本板块的学习，更深入地理解坚韧不拔的毅力、坚持不懈的精神对于一个人的事业与人生的重要性，能够辩证地看待问题，另辟蹊径，思考解决问题的办法；
2．帮助学生熟悉辩论的流程，引导学生通过运用本单元所学的表达方式，恰当表达自己的观点，有理有据地进行辩论；
3．引导学生分组讨论并搜集论据，通过合理分工、协作完成辩论，培养团队合作意识。
教学重点
1. 引导学生根据单元所学内容，分析文本体裁特征和掌握关于工匠精神的表达和加深对总结工匠精神的理解。
2. 引导学生从语言能力、思维品质等方面对自己在学习本单元后的效果做出合理的评价。
教学难点
1. 指导学生使用本板块中的实用表达，关注内容的细节补充。
2. 引导学生如何客观科学地做好互评和自我评价。
教学策略
元认知策略、认知策略、交际策略和情感策略
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板块教学设计
（此部分教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自我——工匠的日常工作和精神
内容分析
本板块的项目实践活动要求学生开展调研，搜集身边的传统手工艺并制作名录。教师引导学生通过自主学习、合作学习与探究式学习，培养学生的调研与思考能力，对单元主题做进一步的延伸和探索。
教学目标
1. 指导学生运用一定的调研方法和技巧，选择合适的途径展开调研；
2. 引导学生充分进行小组合作，合理安排分工，全面而科学地完成传统手工艺项目目录；
3. 引导学生学习工匠大师的传世作品和优秀的工匠精神，培养自己坚持不懈的优秀品质。
教学重点
1. 引导学生利用单元所学，了解和掌握调研的方法和技巧，发掘出更多感人的工匠故事；
2. 确定分组，完善小组内分工，为课堂活动做好准备。
教学难点
1. 引导学生分组汇报调研成果，全班进行评价并给出修改建议；
2. 引导学生进行自我反思如何养成认真做事的好习惯。
教学策略
任务型教学法
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.
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。
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。
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 ut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
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 Llyd Wright和Jhannes 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。
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。
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 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板块教学设计
（建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
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。
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。
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
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板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening + Speaking
主题语境
人与自我——优秀品质，正确人生态度，公民义务与社会责任
内容分析
本部分包括语法部分Predicative Clauses和听说部分The spirit f craftsmanship。语法部分介绍了英语表语从句的用法，由两个小语段组成。第一个小语段介绍了Ruth Bancrft和她的花园，第二个小语段介绍了我国著名京剧表演艺术家梅兰芳及他的艺术贡献。听说部分的材料是两段和传统手工艺相关的语篇，分析了传统手工艺逐渐失传的现状，号召人们保护传统手工艺，帮助学生构建描述传统手工艺的词汇和表达，使学生在真实语境下进行思考和交际运用，全方位提高综合语言运用能力。
教学目标
1. 学生能够在教师的引导下，发现并总结表语从句的构成形式和基本用法。
2. 学生能够进一步理解表语从句的特点和意义。
3. 学生能够根据需要在真实情境中恰当地运用表语从句。
4. 学生能够运用相关的词汇和表达描述传统手工艺的现状及体现工匠精神的品质。
教学重点
引导学生学会运用表语从句及描述传统手工艺的词汇和表达。
教学难点
引导学生学会根据语境恰当地运用表语从句和相关词语。
教学策略
交际教学法、任务型教学法
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板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与自我——工匠的日常工作和精神
内容分析
本板块呈现了从另一角度反映单元主题的课文，语篇类型为记叙文，介绍了故宫博物院钟表修复师王津日复一日、争分夺秒地修复国宝级钟表文物的事迹；读写部分的范文是对“样式雷”家族的介绍。通过这一板块的学习，学生能够加深对工匠精神的理解，并且初步掌握说明文的写作内容和写作方法。
教学目标
1学生能够理解课文内容，了解到故宫博物院钟表文物修复的复杂和不易，感受到钟表修复师王津耐得住寂寞，兢兢业业地做着修复工作的工匠精神；
2 引导学生联系自身实际，加深对本单元主题意义的理解，启发学生理解工匠精神和“一生做好一件事”的意义；
3 引导学生通过完成阅读任务和学习说明文的写作方法，运用所学内容写一篇说明文。
教学重点
引导学生读懂文章，了解故宫博物院钟表修复师王津日复一日、争分夺秒地修复国宝级钟表的事迹和对“样式雷”家族的相关情况，对更多的工匠和其精神有更深的理解。
教学难点
引导学生注重语言在思维层面的内化和输出。
教学策略
交际教学法、任务型教学法
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板块教学设计
（Presenting ideas和Reflectin部分建议时长80–90分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自我——工匠的日常工作和精神
内容分析
Presenting ideas板块要求学生思考两种观点——人的一生是应该广泛涉猎不同领域，还是应该坚持专注做好一件事——然后寻找充足的论据支持自己的观点，并组成正反两方进行辩论。本板块旨在通过观点的思考与表达，促进学生在真实的语境下综合运用语言，相互合作，展示个性，充分表达自己对单元主题思想的理解和认识。
Reflectin板块引导学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析，对自己的优缺点和得失做出反思，并与教师沟通改进方法。
教学目标
1．引导学生通过本板块的学习，更深入地理解坚韧不拔的毅力、坚持不懈的精神对于一个人的事业与人生的重要性，能够辩证地看待问题，另辟蹊径，思考解决问题的办法；
2．帮助学生熟悉辩论的流程，引导学生通过运用本单元所学的表达方式，恰当表达自己的观点，有理有据地进行辩论；
3．引导学生分组讨论并搜集论据，通过合理分工、协作完成辩论，培养团队合作意识。
教学重点
1. 引导学生根据单元所学内容，分析文本体裁特征和掌握关于工匠精神的表达和加深对总结工匠精神的理解。
2. 引导学生从语言能力、思维品质等方面对自己在学习本单元后的效果做出合理的评价。
教学难点
1. 指导学生使用本板块中的实用表达，关注内容的细节补充。
2. 引导学生如何客观科学地做好互评和自我评价。
教学策略
元认知策略、认知策略、交际策略和情感策略
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板块教学设计
（此部分教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自我——工匠的日常工作和精神
内容分析
本板块的项目实践活动要求学生开展调研，搜集身边的传统手工艺并制作名录。教师引导学生通过自主学习、合作学习与探究式学习，培养学生的调研与思考能力，对单元主题做进一步的延伸和探索。
教学目标
1. 指导学生运用一定的调研方法和技巧，选择合适的途径展开调研；
2. 引导学生充分进行小组合作，合理安排分工，全面而科学地完成传统手工艺项目目录；
3. 引导学生学习工匠大师的传世作品和优秀的工匠精神，培养自己坚持不懈的优秀品质。
教学重点
1. 引导学生利用单元所学，了解和掌握调研的方法和技巧，发掘出更多感人的工匠故事；
2. 确定分组，完善小组内分工，为课堂活动做好准备。
教学难点
1. 引导学生分组汇报调研成果，全班进行评价并给出修改建议；
2. 引导学生进行自我反思如何养成认真做事的好习惯。
教学策略
任务型教学法
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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