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

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13页。

主题语境：人与自我
主题群：做人与做事
子主题：优秀品行
语篇类型：新闻报道
文本分析：
[What]本节课包含Starting ut和Understanding ideas两部分。
Starting ut是导入部分，首先呈现一段视频，介绍庄子的一则寓言故事——《庖丁解牛》；然后要求学生了解Albert Einstein、Frank Llyd Wright和 Jhannes Brahms三位名人的生平简介和学习他们的名言。
Understanding ideas是一篇新闻报道，介绍了美国传奇街拍摄影师Bill Cunningham的专业精神和人生哲学。
[Why]通过判断主旨大意、理解文章结构、回答问题等活动，引导学生进一步理解和赏析文本，从摄影师Bill Cunningham的人生哲学中获得启发，加深对主题意义的探究，学习他的工匠精神，并运用到自己的生活和学习中。
[Hw]文章运用对比描述的写作手法，从外貌﹑穿着、与众不同之处、工作热情、居住环境、高贵品质、自我评价等方面对摄影师Bill Cunningham进行介绍。
课时目标
1. 获取文本主旨大意，了解寓言故事《庖丁解牛》和三则名言以及新闻报道的主旨大意。
2. 学会通过阅读，了解文本结构和选择合适的标题。
3. 学习和运用对比描述的写作手法。
4. 精读课文，学习主人公Bill Cunningham的专业精神和人生哲学，从中获得启示，并联系实际，在生活和学习中精益求精，不断完善自己。
重点难点
重点：
1. 理解寓言故事背后的寓意。
2. 理解新闻报道的结构和文本大意。
难点：
理解和学习主人公的专业精神和人生哲学，形成正确的自我认知，发现自己的人生价值。
教学准备
教师准备：
1. 视频及播放设备。
2. 寓言故事《庖丁解牛》、三位名人的生平和名言及Bill Cunningham 的生平等相关知识。
学生准备：
1. 预习本课词汇。
2. 反思自己对待生活和学习的态度。
教学过程
Step I学习理解
活动一：感知与注意
1. Watch a vide.
(1) Ask students t search fr sme infrmatin abut the structure f an x, take ntes while watching the vide, and then answer a questin.
·Hw did Ck Ding cmpare himself t ther cks?
(2) Check the answer.
(3) Play the vide the secnd time and let students answer the ther questin.
·What lessn did Lrd Wenhui learn frm Ck Ding?
(4) Check the answer. Play the vide again if needed.
【设计意图】首先鼓励学生了解牛的身体构造，学习相关词汇，再带领学生观看《庖丁解牛》的视频，了解故事内容，激活背景信息，引入话题。
2. Read qutes.
(1) Lk at pictures and learn basic infrmatin abut the peple.
(2) Ask students t read the qutes and try t translate them int Chinese.
(3) Ask students t answer the questins belw.
·What is yur understanding f these qutes? Pay special attentin t “the price f success”, “stay with prblems lnger” and “a mere reed shaken in the wind”.
·What qualities des each f these qutes cnvey?
·Which f these qutes is the mst meaningful t yu? Give yur reasns.
(4) Have students share answers in grups and in class.
(5) Check answers as a class.
【设计意图】引导学生观看三位名人的图片、了解他们的背景信息(职业、生平、国籍、成就等)、学习名言、展开讨论，并针对主题发表自己的观点，激活学生的学习兴趣，为下一步的学习做铺垫。
3. Lk and answer.
(1) Ask students t lk at the pictures and discuss.

图片1图片2
(2) Tell students t answer questins belw and share in class. Then teacher evaluates students’ answers.
·What differences are there between these tw phtgraphers?
·What d yu think they each want t shw thrugh their wrks?
·What des the first picture tell yu abut the phtgrapher?
【设计意图】通过观察和比较两幅图片，讨论图片所传达的意思，引导学生发现图一摄影师的独特之处，为下一步的文本阅读做好准备。
活动二：获取与梳理
1. Predict.
(1) Encurage students t lk at the ld man’s pht carefully and predict why he is special.
(2) Learn the basic infrmatin abut Bill Cunningham.
2. Read.
Ask students t read the passage and check the answers t the three questins abve.
3. Reread.
(1) Have students reread the passage and draw a diagram f this passage.
(2) Ask students t cmpare the diagram belw with their wn and rganise infrmatin frm the passage t cmplete it.
【设计意图】首先通过观察图片，引导学生预测文本内容，带领学生学习主人公Bill Cunningham的相关信息，为下一步文本阅读奠定基础。然后阅读文本，寻找问题答案，获取更多细节信息。鼓励学生绘制文章结构图，然后与课本上的结构图进行对比，引导学生梳理文本结构和主要信息进一步解读文本，鼓励学生从语篇中获得新知，建立信息间的关联，形成新的认知结构，理解语言所表达的意义，培养学生深层理解语篇和探讨主题意义的能力，扩展学生的批判性思维。
活动三：概括与整合
Share the feelings f reading.
Ask students t share the feelings f reading by answering the fllwing questin.
·Have yu fund anything yu feel inspired frm Bill Cunningham?
【设计意图】以分享阅读感受为任务，驱动学生独立思考，使学生学会深思文本中主人公身上折射出的高贵品质以及自己受到的启发，树立正确的人生理想。
Step II 应用实践
活动四：描述与阐释
1. Grup wrk.
(1) Ask students t wrk in grups f tw. One prepares a presentatin t intrduce Bill Cunningham, while the ther intrduces ther phtgraphers. Then discuss the differences between them.
(2) Ask the class t share differences in grups.
(3) Encurage students t give their ideas in class.
2. Write a summary.
Divide the whle class int several grups, and ask each grup t write a summary abut Bill Cunningham. Share it in class.
活动五：分析与判断
1. Ask students t repeat the wrds and expressins they learnt in the passage.
2. Ask students t chse anther suitable title fr the passage and give their reasns.
【设计意图】在学习理解类活动的基础上，要求学生对主人公 Bill Cunningham和其他摄影师展开阐释，讨论他们的不同之处，并写关于 Bill Cunningham的概要，然后指导学生围绕主题和所形成的新的知识结构为文本选择另一个合适的标题，检验学生对课文主旨大意的理解情况，促进语言运用的自动化，助力学生将知识转化为能力。
Step III 迁移创新
活动六：推理与论证
Grup wrk.
Discuss why the authr writes this passage.
【设计意图】引导学生探讨作者的写作目的，加深对主题意义的理解，了解文本反映的专业精神和人生哲学。
活动七：批判与评价
赏析语篇的写作手法和特殊句型，探讨其与主题意义的关联。
(1) Learn.
①比较法
比较法是对两个对象进行比较，从而进行说明的写作手法。比较法又可细分为比较相同点(cmparisn)和比较不同点(cntrast)两种方法。
②举例法
举例法是用具体的例子来说明要表达的意思。
③图片说明文字
用文字对图片进行解说和描述，突出人物的形象特征。
④强调句
通过各种方式对句子中的某个部分进行强调，从而给对方以深刻的印象。
⑤倒装句
为了强调、突出某些内容而颠倒原有语序的句式叫倒装句。
(2) Apply.
Hw are these methds applied in the reading passage?
【设计意图】赏析语篇写作手法，帮助学生探讨语篇的微观组织结构和宏观组织结构，学习修辞手段在语篇中的表意功能及常见用法，学习语篇中非文字表意形式和手段的表意功能，有意识地渗透语篇基本知识，帮助学生形成语篇意识，从而提高理解语篇意义的能力。
活动八：想象与创造
1. Think and share.
(1) Encurage students t cme up with five wrds r expressins t describe Bill Cunningham and give their reasns.
(2) Have students discuss the fllwing questins.
·What is yur understanding f Bill Cunningham’s wrds “Mney’s the cheapest thing”?
·Why is Bill Cunningham called a “cultural anthrplgist”?
·What can yu learn frm Bill Cunningham? Share yur thughts with the class.
·What text types have yu learnt abut t help yu describe peple? If yu were t write abut Bill Cunningham, which wuld yu chse?
【设计意图】引导学生分组活动，展开讨论，归纳出至少五个可以描述Bill Cunningham的词汇或表达，进一步理解文章主题。同时鼓励学生在深入理解课文的同时联系自身实际，表达自己的观点，进行知识和思维能力的拓展和迁移，培养高阶思维。
2. Appreciate.
Shw sme phts taken by Bill Cunningham t students and request them t share their feelings after appreciating.
【设计意图】展示Bill Cunningham的摄影作品，通过欣赏来缅怀这位已逝的摄影艺术大师，鼓励学生就此展开讨论并分享自己的感悟，学习他的工匠精神——永远对摄影保持着一颗炽热的心，数十年如一日的坚持严格要求自己。
3. Cmpete.
(1) Hld a phtgraph cntest fr students.
(2) Ask students t take phts with their hearts in daily life and chse ne t cmpete in this cntest.
(3) The winners tell the rest why they tk the pht and share their ideas abut phtgraphy.
【设计意图】开展摄影比赛，要求学生课后用心拍摄一些照片，选出心中最“美”的一张参赛，鼓励获奖者分享拍摄心得。通过这些活动，可以让学生懂得：美无处不在，时尚属于民众及Bill Cunningham对摄影的奉献精神。
4. Discuss.
Ask students t learn what Chairman Xi said, share their thughts and talk abut what they will d in life.
习近平总书记强调，劳动创造幸福，实干成就伟业。希望广大劳动群众大力弘扬劳模精神、劳动精神、工匠精神，勤于创造、勇于奋斗，更好发挥主力军作用，满怀信心投身全面建设社会主义现代化国家、实现中华民族伟大复兴中国梦的伟大事业。
【设计意图】要求学生通过学习习近平总书记的话，联系实际，谈谈自己应怎样在生活中运用“工匠精神”，引导学生学会做人做事，成长为有文明素养和社会责任感的人。
板书设计
Suggested answer:
Ck Ding cmpared himself t ther cks by cmparing hw ften they had t change their knives.
Suggested answer:
Lrd Wenhui learnt that it is imprtant t study the principles f ding things, and t have perseverance, cncentratin, wisdm and devtin t ne’s craft.
I knw the price f success: dedicatin, hard wrk, and an unremitting devtin t the things yu want t see happen.
Frank Llyed wright
It’s nt that I’m s smart, it’s just that I stay with prblems lnger.
Albert Einstein
Withut craftsmanship, inspiratin is a mere reed shaken in the wind.
Jhannes Brahms
Backgrund infrmatin:
◆Frank Llyd Wright (1867～1959)
Frank Llyd Wright was an American architect, interir designer, writer and educatr whse revlutinary “rganic architecture” earned him a defining rle in early 20th century architectural mvements. His structures were designed t be inharmny with the peple wh inhabited them as well as their natural surrundings. Over the curse f his lng and prlific career, Wright designed ver 1, 000structures, 532 f which were cmpleted, n fewer than 12 f which are amng the Architectural Recrd’s hundred mst imprtant buildings f the century.
◆Albert Einstein (1879～1955)
The wrk f German-brn scientist Albert Einstein changed the field f physics frever, and vastly expanded peple’s understanding f the universe. His thery f relativity, ne f the fundamental theries f mdern physics, and the equatin E=mc2 paved the way t the develpment f atmic pwer. He was awarded the Nbel Prize in Physics 1921.
◆Jhannes Brahms (1833～1897)
Jhannes Brahms was a cmpser, pianist and cnductr f the Rmantic perid. German-brn, he lived a large part f his life in the Austrian capital f Vienna. Himself a virtusic pianist, he wrte music fr the pian and the rgan, as well as the symphny rchestra, the chamber ensemble and vice. Althugh being ne f the mst celebrated Rmantic cmpsers, Brahms was a relatively traditinal cmpser due t his drawing n the frm and rder f the Classical perid.
Suggested answers:
·(略)
·The qute by Albert Einstein cnveys the quality f perseverance.
The qute by Frank Llyd Wright cnveys the quality f cmmitment.
The qute by Jhannes Brahms cnveys the qualities f skill and aptitude.
·(略)
Backgrund infrmatin:
Bill Cunningham (1929~2016) was an American fashin phtgrapher. famus fr his candid phtgraphy, in particular that taken n the streets f New Yrk. As a fashin jurnalist in his early career, his phtgraphy caught the attentin f an American newspaper, fr which he reprted frm 1978 until his death in 2016. Shunning material wealth thrughut his lng and successful life, Cunningham’s philsphy was “If yu dn’t take their mney, they can’t tell yu what t d, kid.”
Suggested answers:
·The phtgrapher in the first picture is wrking n the street with a single, easy-t-carry camera.
The phtgrapher in the secnd picture is wrking in a studi with expensive, technlgically-advanced equipment.
·(略)
·The first picture tells us abut the phtgrapher’s apprach t his wrk and his interest in peple’s day-t-day lives.
Beliefs abut fashin
·Fashin is nt restricted t ①________.
·It belngs t ②________.
·It is abut what peple are wearing, nt ③________.
Devtin t phtgraphy
·Regardless f the weather, he wuld ④________.
·He wuldn’t back until ⑤________.
·He hardly ever ⑥________.
Life philsphy
·He lived in ⑦________.
·He ate ⑧________.
·He never accepted ⑨________ and valued ⑩________.
Suggested answers:
①high sciety and big brands
②the peple
③wh they are
④g ut nt the streets f New Yrk
⑤he knew he had the right phts
⑥tk a day ff and nt nce stayed hme sick
⑦a small apartment with a shared washrm
⑧the same meal f sausages, eggs and cffee
⑨the benefits ffered t him fr being a fashin phtgrapher
⑩his integrity and wuld nt be bught by anyne
①Scial Butterfly
②Art and Devtin
③Fllwer f Fashin
④A Life in Phtgraphs
Suggested answer:
④
Suggested answers:
①比较法
·It certainly wasn’t the use f expensive, technlgically-advanced equipment. Cunningham always used simple, relatively cheap cameras and tk all his pictures n the streets f New Yrk, nt in a studi.
·Thrugh his fascinatin with what peple were wearing, and nt wh they were, he pened the drs f fashin t everyne—fashin as he saw it belnged t the peple, nt just t high sciety and big brands.
·He wuld even stay utside in a strm, nt cming back until he knew he had the right phts. He hardly ever tk a day ff and nt nce stayed hme sick.
·And if he went t a celebrity party, he was there t wrk rather than have fun.
·“Mney’s the cheapest thing,” he nce said, then added: “ is the mst expensive.”
·Bill Cunningham was an bserver, and nt ne f the bserved, a wrker nt a star—and this was hw he wanted it.
②举例法
·He fund inspiratin where thers culd nt, in simple, everyday scenes, such as a man buying ranges at the lcal grcery stre, r a wman riding hme n the graffiti-cvered subway.
③图片说明文字
·A white-haired ld man riding an rdinary bicycle arund the streets f New Yrk, always wearing the same blue wrker’s jacket and simple black running shes.
④强调句
· was within their reality that Cunningham saw bth beauty and ptential.
⑤倒装句
·Nr was it a wide range f cntacts and cnnectins.
Suggested answers:
·(略)
·Bill Cunningham is called a “cultural anthrplgist” because his phtgraphy captured and created an everlasting recrd f the life f New Yrk and its peple ver half a century.
·(略)
·(略)
Unit 2 A life’s wrk
Perid I Starting ut & Understanding ideas
Ⅰ. 学习理解
活动一：感知与注意
1. Watch a vide.
2. Read qutes.
3. Lk and answer.
活动二：获取与梳理
1. Predict.
2. Read.
3. Reread.
活动三：概括与整合
Share the feelings f reading.
Ⅱ. 应用实践
活动四：描述与阐释
1. Grup wrk.
2. Write a summary.
活动五：分析与判断
1. Repeat the wrds and expressins.
2. Chse anther suitable title.
Ⅲ. 迁移创新
活动六：推理与论证
Grup wrk.
活动七：批判与评价
赏析语篇的写作手法和特殊句型，探讨其与主题意义的关联。
(1) Learn.
(2) Apply.
活动八：想象与创造
1. Think and share.
2. Appreciate.
3. Cmpete.
4. Discuss.