高中英语选择性必修三教案Unit2Alifeswork

Unit2Alife’swork教案设计单元主题本单元主题语境是“人与自我”，涉及的主题语境内容是工匠精神。本单元介绍了历史上不同时期不同领域的杰出人物在各自的职业生涯中对于工匠精神的理解和践行。本单元的内容从《庖丁解牛》的故事开始，依次介绍了美国著名摄影师BillCunningham、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。Startingout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AlbertEinstein、FrankLloydWright和JohannesBrahms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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TlistssomenewwordsthatappearinthevideoandhelpsSstounderstandthemeaningsofthewords.2.TplaysthevideoandasksSsthequestionsinActivity1.3.TplaysthevideoagainandasksSstoanswerthequestionsinActivity2individuallybeforecheckingtheanswersintheclass.1.SsreadthenewwordsandtrytounderstandthemeaningsofthesewordswiththeT’shelp.2.Sswatchthevideo,takenotesaboutthekeyinformationandanswerthequestionsinActivity1.3.SswatchthevideoagainandanswerthequestionsinActivity2.Getintothetopicandgettheinitialunderstandingofthetopic“craftsmanship”Activity21.Tintroducestherelatedinformationaboutthethreefamouspeopleandtheirquotes.2.Tasksstudentrepresentativestoanswerthequestion.3.TasksSstoreadthequotesindividuallyandtrytotranslatethemintoChinese.4.TpresentsthreeEnglishexplanationstothequotesandasksSstomatchtheexplanationswiththequotes.AndasksSstoanswertheotherquestionsinActivity2.1.Sslistentotheteacher’sintroductionandtalkaboutQuestion1inActivity2.2.Sssharetheirideasaboutthequestionafterthestudentrepresentativesgivetheanswers.3.Ssreadthequotesindividuallyandtrytotranslatethequotes.4.SsreadandmatchtheEnglishexplanationsgivenbytheTwiththequotesasfastastheycan.Andanswertheotherquestions.ArouseSs’interestinthetopicandinspirethemtothinkdeeplyaboutcraftsmanship.Understandingideas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BillCunningham的专业精神和人生哲学。读前活动让学生比较BillCunningham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BillCunningham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BillCunningham的人生哲学，深化对工匠精神的理解。教学策略TaskBasedLearning&ProblemBasedLearningTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TorganisesgroupworkandasksSstohaveadiscussionaboutthemessagesconveyedbythepicturesandpredictthecontentsofthereading.2.TasksSstodoteamworkandtalkaboutQuestions1,2,3inActivity1.3.Tasksstudentrepresentativestoreporttheanswersandencouragesthemtogivesupportingreasons.4.TasksSstoreadthepassageandlaterdiscusswhethertheanswershavechanged.1.Sslookatthepicturesandpredictthecontentsofthereadingbasedonthemessagesconveyedbythepictures.2.SsdoteamworkandhaveadiscussionaboutQuestions1,2,3.3.Studentrepresentativesreporttheanswersonbehalfoftheirteamsandgivesupportingreasons.4.Ssreadthepassageandlaterdiscusswhethertheanswershavechangedornot.LeadtothetopicandinspireSstothinkaboutthedifferencesandtraintheirabilitytomakepredictionaboutthecontentsofthereading.Activity21.TasksSstoreadthefoursubtitlesindividuallyandchoosetherighttitle.2.TasksSstosharetheiranswersandexplainthereasons.1.Ssreadthefoursubtitlesandchoosethetitletheythinkright.2.Ssreporttheiranswerstotheclassandexplainthereasons.TrainSs’readingskillsofgettingthemainideaandfindingoutthesupportingdetails.Activity31.TasksSstoreadthedirectionsandinformationinActivity3andmakesuretheyunderstandtheintentionoftheactivity.2.TasksSstoworkinpairsandpletethediagramaccordingtothepassage.3.TasksSstochooserepresentativestosharetheanswers.4.TasksSstothinkofatleastfivewordsorexpressionstodescribeBillCunninghamandgivetheirreasons.1.SsreadthedirectionsandinformationinActivity3individuallyandfigureouttheintentionoftheactivity.2.Ssworkinpairs,readthepassagecarefullyandpletethediagram.3.Sschoosetherepresentativestosharetheanswers.4.SsthinkofatleastfivewordsandexpressionstodescribeBillCunninghamandgivetheirreasonsbasedontheinformationinthediagram.ImproveSs’abilitytograspthestructureandkeyinformationofthepassageandunderstandthewriter’swritingintention.Think&Share1.TdividesSsingroupsandasksthemtodiscussthequestionsinthispart.2.TinvitessomeSstoanswerthequestions,meanwhileencouragestheotherstocarryoutopendiscussionandgivementswhennecessary,soastomakethemthinkdeeplyaboutthethemeofthepassage.1.Ssdiscussthetwoquestionsingroupsandthensharetheirideaswiththeclass.2.Sscarryoutopendiscussion,listentoothers’opinions,voicetheiranswersoutandthinkdeeplyaboutthethemeofthepassageundertheguidanceoftheteacher.TrainSs’abilitytothinkdeeply,learntodigthehiddeninformationofthepassageandexpresstheirideasinalogicalway.UsingLanguage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PredicativeClauses和听说部分Thespiritofcraftsmanship。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RuthBancroft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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadthesentences，payattentiontotheboldpartsandanswerQuestion1.2.TasksSstoreadthesentencesagain,thinkingaboutQuestion2andfindoutthesimilaritiesanddifferencesbyparingtheexamplesentences.3.TguidesSstosumuptheusageofpredicativeclauses.4.TasksSstolookformoreexamplesofpredicativeclausesinthereadingpassage.1.Ssreadthesentences,thinkabouttheboldpartsinthesentencesandanswerQuestion1.2.SsreadthesentencesagainwithQuestion2inmindandtrytofindoutthesamefunctionanddifferentcharacteristicsintheexamplesentenceswiththeteacher’shelp.3.Sscheckanswerstogether,sumuptheusageofpredicativeclausesandfindoutmoreexamples.TrainSs’learningabilitytosumupthegrammaticalrules.Activity21.TgivesabriefintroductiontoRuthBancroft.2.TplaysthetapeandasksSstogetthemainideasofthelistening.3.TasksSstopletethesentencesaccordingtothelisteninginActivity2.4.TasksSstoreadthesentencestheypleteandchecktheanswers.1.Sslistentotheintroductionandgetfamiliarwiththetopic.2.Sslistentothetapeandsumupthemainideaofthelistening.3.SslistencarefullyandfinishthesentencesinActivity2.4.Ssreadthesentencesandchecktheanswerstogether.Usepredicativeclausesinarealcontexttogetbetterunderstandingofthem.Activity31.TasksSstoreadtheshortpassageandpayattentiontotheunderlinedsentences.2.TasksSstorewritetheunderlinedsentencesintothesentenceswithpredicativeclausesusingcorrectrelatedwords.3.Tinvitessomestudentstoreadtheirrewrittensentencesandchecktheanswers.1.Ssreadthepassageandfocusontheunderlinedsentences.2.Ssrewritetheunderlinedsentencesintothesentenceswithpredicativeclauses.3.Ssreadandsharetheirrewrittensentencesandchecktheanswerstogether.ImproveSs’abilitytousepredicativeclausescorrectlybycreatingtheirownsentences.Activity41.TasksSstobrainstormthenamesofsomeartiststhattheylikeorarefamiliarwith.2.TasksSstoworkingroupsandtalkaboutthelifeandcontributionsoftheartiststhattheylikeorarefamiliarwith.3.TasksSstointroduceanartistwrittenatleastfivesentencesusingpredicativeclauseswhereappropriate.1.Ssthinkfastandtellthenamesoftheartiststhateintotheirminds.2.Ssworkingroupsandintroducethelifeandcontributionsoftheartists.3.Ssintroduceanartistincludinghisorherlifeandcontributionusingpredicativeclauseswhereappropriate.TrainSs’abilitytotransferandinnovatewhattheyhavelearntinareallanguagecontext.Activity571.TcreatesarealcontextrelatedtothetopictohelpSstoreviewtherelevantvocabulary.2.TguidesSstoreadandunderstandthefoursentencesinActivity5.3.TplaysthetapeandasksSstofinishthetaskinActivity5.4.TplaysthetapeagainandasksSstofinishthetaskinActivity6bydetailedinformation;andthenworkinpairstohaveadiscussionabouttheinformationtheygetrelatedtotraditionalcrafts.5.TdividesSsintogroupsandasksthemtotalkaboutthemeaningsandpragmaticfunctionofthelistedexpressionsandfinishActivity7.1.Ssreviewusefulwordsandrelevantphraseswiththehelpoftherealcontext.2.SsreadthesentencesinActivity5andtrytounderstandthemeanings.3.Sslistentothetape,finishthetask,discusstheanswersingroupsandchecktheanswer.4.Sslistentothetapeagain,takenotesaboutthedetailedinformationandfinishActivity6;andthendopairworktotalkabouttraditionalcraftsusingtheinformationtheyget.5.SsworkingroupsandtalkaboutthemeaningsandpragmaticfunctionofthelistedexpressionsandfinishActivity7.TrainSs’abilitytolistenfordetailsandunderstandtheintentionoflisteningmaterialaswellastheirabilitytoexpressthemselvesbygivingreasonstosupporttheiropinions.Activity81.Tpresentspicturesorvideostoleadinthetopicoftraditionalcrafts.2.TasksSstoreadthepassageindividuallyandanswerQuestions1and2accordingtotheinformationtheygetfromthepassage.1.Sswatchthepicturesorvideosandthinkaboutthetopic.2.Ssreadthepassage,gettheinformationandfinishQuestions1and2inActivity8.RaiseSs’awarenessofprotectingtraditionalcrafts.Activity91.TasksSstoreadandunderstandthetext,focusingontheboldwordsandexpressions.2.TasksSstoreadthetextagainwiththequestionsbelowandthendividesSsintogroupstodiscussthesequestions.3.Taskssomegroupstosharetheiranswerswithothergroupssupplementingandassessing.1.Ssreadthetextandtrytoguessthemeaningsoftheboldwordsandexpressionsaccordingtothecontext.2.Sssearchfortheanswerstothequestionsinthetextandthensharewiththeirgroupmembers.3.Ssgivetheirimprovedanswersafterthecooperationbeforelisteningtoothergroups’opinions.Knowaboutsomewordsandexpressionsandthemainideaofthepassage—the23scientists’contributionsandtheirharshconditions.Activity101.TasksSstofindthewordsandexpressionsaboutthequalitiesasmanyaspossibleinthetext.2.TdividesSsintogroupstodiscusshowtoputtheirfindingsintotheboxeswithfourqualities.3.Tchoosessomestudentstoshowtheirideasandthenencouragesotherstudentstosupplementorassess.4.ThelpsSsbrainstormwordsorexpressionsaboutpositivequalitiesinActivity9andputthemintotheboxes.5.TmotivesSstohaveawordpetitionamongthem,inwhichthewinnerpresentsmorewordsorexpressions.1.Ssfindthequalitiesthescientistshaveinthetext.2.Ssdistinguishthewordsorexpressionsaboutqualitiesandputthemintotherightboxes.3.SomeSsgivetheiranswerswhileothersvoicetheirownopinionstomodify.4.Ssthinkoutotherpositivequalities,onesthatarenotmentionedinthetextandaddthemintothesuitableboxes.5.Sstrytheirbesttoeupwithwordsorexpressionsaboutpositivequalitiesscientistsshouldhaveasmanyaspossible,helpingtheirowngrouptobethewinnerinthewordpetition.Havingabetterunderstandingofgoodqualitiesthesescientistshave.Activity111.TassignsatasktoSsinpairstointroduceyourfavoritepeoplewithspiritsofcraftsmanship,usingthewordsandexpressionsinActivity10asmanyaspossible.2.TencouragespairsofSstoshowtheirwork,contributingtoactiveinteractionwitheachother.1.SsdescribetheirfavoritepeoplewhodedicatetheirlifetotheirworkusingthewordsandexpressionsinActivity10asmanyaspossibleinpairs.2.Sssharetheirdescriptionwiththeclasswhilelearningfromotherpeers.Consolidateandintegratethelanguageandcontentlearnt.Developingideas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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TplaysavideoandasksSstowatchandthenfindtheanswerstoQuestions13.2.TplaysthevideoagaintohelpSsdoublechecktheiranswers.Thevideowillbeplayedmoretimesifnecessary.3.TaskssomeSstogivetheiranswers,helpingSscheckwhethertheiranswersarerightornot.4.TdividesSsintogroupstodiscussaboutQuestion4.5.TchoosessomegroupstosharetheiropinionsandtheanswertoQuestion4,askingothergroupstosupplementandcarryoutafreetalk.1.SsreadtheQuestions13firstandtrytofindtheanswerstothemwhilewatchingthevideo.2.SsturntoTforhelptowatchthevideoagainiftheyhavedifficultyansweringthequestions.3.Ssshowandchecktheiranswers..4.SsworkwiththeirpartnerstodiscussaboutQuestion4.5.Ssshowtheiranswerstothewholeclasstolearnfromotherstoimprovetheirownanswersthroughafreetalk.LeadtothetopicandactivateSs’backgroundknowledge.Activity21.TguidesSstofocusonthepictures,thetitleandthevideotheyjustwatched,predictingwhatthetextisabout.2.TaskssomeSstoexpresstheirpredictionsandthereasons.3.TasksSstoskimthetexttograspthemainideaofthetextwhichcanhelpchecktheirpredictions.1.Ssfixtheirattentiontothepicturesandthetitleandthenpredictwhatthetextisaboutwiththehelpofthevideotheyjustwatched.2.Ssgivetheirpredictionsandreasonstotheirpeers.3.Ssreadthetextquicklytofindthemainideaandprovewhethertheirpredictionsarerightorwrong.Cultivatetheinterestandcuriosityaboutthetopicandgraspthemainideaofthetext.Activity31.TasksSstoreadthetextcarefullyagainandmatchthequestionstotheparagraphs.2.TdividesSsintogroupsandasksthemtosummarisethemainideaforeachparagraph.3.TaskseachgroupofSstocheckthematchesanddiscussabouttheiranswerstothequestions.4.Tinvitessomegroupstosharetheiranswersandtheirreasonswithothergroupstosupplement.1.Ssreadthetextcarefullyanddothematchingexercise.2.Sssummarisethemainideaofeachparagraphwiththehelpoftheirgroup.3.Sschecktheirmatchingresultsaccordingtothesummariesanddiscusswiththeirpartnersabouttheanswerstothequestions.5.Ssshowtheiranswersandreasonstogetimprovedwithothers’help.CheckSs’understandingofthepassage.Think&Share1.TinstructsSstodiscusstheanswerstothequestionsinthepartandprovoketheirdeepthoughtsonthebasisoftheirownexperiences,providingmorebackgroundknowledgeifnecessary.2.TaskssomeSstosharetheiranswersandotherstosupplement,creatingafreetalk.1.SsdiscussthefourquestionsingroupsonthebasisoftheirownexperiencesandwiththehelpofT.2.Sssharetheiropinionswithothersandcarryoutafreetalk.DeepenSs’understandingofthepassageandstimulatetheirthinking.Activity41.TgetsSspreparedtodelivertheirspeechbyencouragingthemtosurftheInternetforsomerelatedinformationtogetfurtherunderstandingofothermasters’restorationjobsintheForbiddenCity.2.TdividesSsintogroupstodiscussthefivequestions.3.ThelpsSstofilluptheformandgetthemreadyfortheirspeech.4.TinstructsandencouragesSstoshowtheirpresentationsinthefrontoftheclassroom.5.TasksSstoselectthemostpersuasivespeechandexplaintheirreasons,andthenTgivesasummaryabouthowtoorganiseaspeechandwhatspeechskillstobeused.6.ThelpsSsimprovetheirspeechandencouragesthemtopresentinfront.1.SssurftheInternetforsomeresourcesaboutothermasters’restorationjobsintheForbiddenCityandsetouttopreparetheirspeech.2.Ssdiscussthefivequestionswiththemembersoftheirgroup.3.Ssfilluptheformandgetpreparedforthespeech.4.Ssdelivertheirspeechinfrontofothers.5.Ssvoicetheiropinionsandgivereasonsfortheirchoicesaboutthemostpersuasivespeech.Consolidateandintegratethelanguageandcontentlearnt.Activity51.TasksSstoreadthequestionsbelowthetextandtrytofindtheanswerswhilereadingthetext.2.TdividesSsintogroupstodiscusstheanswerstothequestionsandunderlinethewordsandexpressionsdescribingthequalitiesoftheLeifamily.3.TrequiresSstochecktheanswersaftersomeSs’presentations.1.Ssreadthequestionsbelowthetextandreadthetexttofindtheanswers.2.Sssharetheiranswerswiththeirmembersingroupsandunderlinethewordsandexpressionsaboutthequalities.3.Ssdotheirpresentationsanddoublechecktheiranswerswitheachother.Knowthestylisticfeaturesandcontentsofanexpositoryessay,andlayafoundationforActivity6.Activity671.TleadsSstoanalysethestructuralfeaturesandcontentsofanexpositoryessaywiththeversionofActivity5.2.TasksSstochooseonecraftsmanintheirheartsandpletetheoutlineinActivity6.3.TguidesSstofinishtheirindividualtaskofwritinganexpositoryessayaccordingto“Learningtolearn”.4.TassignsSstoreadtheother’sessayandoptimiseitinpairs.5.TasksSstoshowtheirpolishedessaystogetothers’furtherfeedbackunderT’sguidance.1.Ssthinkofthestructuralfeaturesandcontentsofanexpositoryessay.2.Ssfinishtheirindividualtaskofwritinganexpositoryessay3.Sssharetheirstoriesandgivementstoeachother.4.Ssreadtheother’sessayandoptimiseitinpairs.5.Ssshowtheirpolishedessaystogetothers’furtherfeedbackunderT’sguidance.Practisewritingandpolishanexpositoryessaythroughpeerevaluation.Presentingideas&Reflection板块教学设计（Presentingideas和Reflection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Presentingideas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。Reflection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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadtheopinionsofthetwoteenagersandthethreequestionsbelow.2.TdividesSsintogroupstodiscussthetwoopinionsandtheanswers.3.Tinvitessomerepresentativesfromsomegroupstothefronttopresenttheiroutingsoftheirdiscussions.1.Ssreadthetwoshortpassagesabouttheopinionsofthetwoteenagersandthethreequestionsbelow.2.Ssbrainstormtheirideasingroups.3.Sschoosesomerepresentativestosharetheirideasafterdiscussion.Generatenewideasandprepareforthepresentation.Activity241.TregroupsSsintoteamssharingthesameidea.2.TencouragesSstofilluptheforminActivity2bycollectingsupportingideasandsearchingfortheexactexamples.3.TassignsthedebatingtasktoSsandasksthemtoprepareawellorganisedandpersuasiveargumentusingpracticalwords.4.Torganisesstudentstodevelopadebatebychoosingthreeorfourdebatersfromeachgroup.1.Ssformanewgroupsharingthesameidea.2.Sswritedowntheirviews,argumentsandsupportingexamplestopletetheformwiththecooperationoftheirgroups.3.Ssworkingroupsandwriteanargumentforthedebate.4.SschoosethreeorfourSsfromtheirgroupstoparticipateinthedebate.Organiseadebateintheclass.Reflection1.TasksSstodoselfassessmentabouttheirownacademicperformancesaccordingtothequestionsgiveninthepart.2.ThelpsSstosummarisewhattheyhavelearntintheunit.3.TasksSstomakesurewhattheyneedtoimproveandreflect.4.ThelpsSstoimprovethelearningmethodsandmodifystudyingstrategies.Ssratetheirperformanceinthisunit,summarisewhattheyhavelearntandthinkaboutwhattheyneedtoimproveandreflect.Review,rateperformanceandthinkaboutwaystoimprove.Project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