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高中英语Unit 2 A life’s work教案设计
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这是一份高中英语Unit 2 A life’s work教案设计，共22页。
Unit 2 A life’s work 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 out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 Lloyd Wright和Johannes 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 contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T lists some new words that appear in the video and helps Ss to understand the meanings of the words.
2. T plays the video and asks Ss the questions in Activity 1.
3. T plays the video again and asks Ss to answer the questions in Activity 2 individually before checking the answers in the class.
1. Ss read the new words and try to understand the meanings of these words with the T’s help.
2. Ss watch the video, take notes about the key information and answer the questions in Activity 1.
3. Ss watch the video again and answer the questions in Activity 2.
Get into the topic and get the initial understanding of the topic “craftsmanship”
Activity 2
1. T introduces the related information about the three famous people and their quotes.
2. T asks student representatives to answer the question.
3. T asks Ss to read the quotes individually and try to translate them into Chinese.
4. T presents three English explanations to the quotes and asks Ss to match the explanations with the quotes. And asks Ss to answer the other questions in Activity 2.
1. Ss listen to the teacher’s introduction and talk about Question 1 in Activity 2.
2. Ss share their ideas about the question after the student representatives give the answers.
3. Ss read the quotes individually and try to translate the quotes.
4. Ss read and match the English explanations given by the Twith the quotes as fast as they can. And answer the other questions.
Arouse Ss’ interest in the topic and inspire them to think deeply about 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 & Problem-Based Learning
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T organises group-work and asks Ss to have a discussion about the messages conveyed by the pictures and predict the contents of the reading.
2. T asks Ss to do teamwork and talk about Questions 1, 2, 3 in Activity 1.
3. T asks student representatives to report the answers and encourages them to give supporting reasons.
4. T asks Ss to read the passage and later discuss whether the answers have changed.
1. Ss look at the pictures and predict the contents of the reading based on the messages conveyed by the pictures.
2. Ss do teamwork and have a discussion about Questions 1, 2, 3.
3. Student representatives report the answers on behalf of their teams and give supporting reasons.
4. Ss read the passage and later discuss whether the answers have changed or not.
Lead to the topic and inspire Ss to think about the differences and train their ability to make prediction about the contents of the reading.
Activity 2
1. T asks Ss to read the four subtitles individually and choose the right title.
2. T asks Ss to share their answers and explain the reasons.
1. Ss read the four subtitles and choose the title they think right.
2. Ss report their answers to the class and explain the reasons.
Train Ss’ reading skills of getting the main idea and finding out the supporting details.
Activity 3
1. T asks Ss to read the directions and information in Activity 3 and make sure they understand the intention of the activity.
2. T asks Ss to work in pairs and complete the diagram according to the passage.
3. T asks Ss to choose representatives to share the answers.
4. T asks Ss to think of at least five words or expressions to describe Bill Cunningham and give their reasons.
1. Ss read the directions and information in Activity 3 individually and figure out the intention of the activity.
2. Ss work in pairs, read the passage carefully and complete the diagram.
3. Ss choose the representatives to share the answers.
4. Ss think of at least five words and expressions to describe Bill Cunningham and give their reasons based on the information in the diagram.
Improve Ss’ ability to grasp the structure and key information of the passage and understand the writer’s writing intention.
Think & Share
1. T divides Ss in groups and asks them to discuss the questions in this part.
2. T invites some Ss to answer the questions, meanwhile encourages the others to carry out open discussion and give comments when necessary, so as to make them think deeply about the theme of the passage.
1. Ss discuss the two questions in groups and then share their ideas with the class.
2. Ss carry out open discussion, listen to others’ opinions, voice their answers out and think deeply about the theme of the passage under the guidance of the teacher.
Train Ss’ ability to think deeply, learn to dig the hidden information of the passage and express their ideas in a logical 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 of 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 Bancroft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 contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss to read the sentences，pay attention to the bold parts and answer Question 1.
2. T asks Ss to read the sentences again, thinking about Question 2 and find out the similarities and differences by comparing the example sentences.
3. T guides Ss to sum up the usage of predicative clauses.
4. T asks Ss to look for more examples of predicative clauses in the reading passage.
1. Ss read the sentences, think about the bold parts in the sentences and answer Question 1.
2. Ss read the sentences again with Question 2 in mind and try to find out the same function and different characteristics in the example sentences with the teacher’s help.
3. Ss check answers together, sum up the usage of predicative clauses and find out more examples.
Train Ss’ learning ability to sum up the grammatical rules.
Activity 2
1. T gives a brief introduction to Ruth Bancroft.
2. T plays the tape and asks Ss to get the main ideas of the listening.
3. T asks Ss to complete the sentences according to the listening in Activity 2.
4. T asks Ss to read the sentences they complete and check the answers.
1. Ss listen to the introduction and get familiar with the topic.
2. Ss listen to the tape and sum up the main idea of the listening.
3. Ss listen carefully and finish the sentences in Activity 2.
4. Ss read the sentences and check the answers together.
Use predicative clauses in a real context to get better understanding of them.
Activity 3
1. T asks Ss to read the short passage and pay attention to the underlined sentences.
2. T asks Ss to rewrite the underlined sentences into the sentences with predicative clauses using correct related words.
3. T invites some students to read their rewritten sentences and check the answers.
1. Ss read the passage and focus on the underlined sentences.
2. Ss rewrite the underlined sentences into the sentences with predicative clauses.
3. Ss read and share their rewritten sentences and check the answers together.
Improve Ss’ ability to use predicative clauses correctly by creating their own sentences.
Activity 4
1. T asks Ss to brainstorm the names of some artists that they like or are familiar with.
2. T asks Ss to work in groups and talk about the life and contributions of the artists that they like or are familiar with.
3. T asks Ss to introduce an artist written at least five sentences using predicative clauses where appropriate.
1. Ss think fast and tell the names of the artists that come into their minds.
2. Ss work in groups and introduce the life and contributions of the artists.
3. Ss introduce an artist including his or her life and contribution using predicative clauses where appropriate.
Train Ss’ ability to transfer and innovate what they have learnt in a real language context.
Activity 5-7
1. T creates a real context related to the topic to help Ss to review the relevant vocabulary.
2. T guides Ss to read and understand the four sentences in Activity 5.
3. T plays the tape and asks Ss to finish the task in Activity 5.
4. T plays the tape again and asks Ss to finish the task in Activity 6 by detailed information; and then work in pairs to have a discussion about the information they get related to traditional crafts.
5. T divides Ss into groups and asks them to talk about the meanings and pragmatic function of the listed expressions and finish Activity 7.
1. Ss review useful words and relevant phrases with the help of the real context.
2. Ss read the sentences in Activity 5 and try to understand the meanings.
3. Ss listen to the tape, finish the task, discuss the answers in groups and check the answer.
4. Ss listen to the tape again, take notes about the detailed information and finish Activity 6; and then do pair-work to talk about traditional crafts using the information they get.
5. Ss work in groups and talk about the meanings and pragmatic function of the listed expressions and finish Activity 7.
Train Ss’ ability to listen for details and understand the intention of listening material as well as their ability to express themselves by giving reasons to support their opinions.
Activity 8
1. T presents pictures or videos to lead in the topic of traditional crafts.
2. T asks Ss to read the passage individually and answer Questions 1 and 2 according to the information they get from the passage.
1. Ss watch the pictures or videos and think about the topic.
2. Ss read the passage, get the information and finish Questions 1 and 2 in Activity 8.
Raise Ss’ awareness of protecting traditional crafts.
Activity 9
1. T asks Ss to read and understand the text, focusing on the bold words and expressions.
2. T asks Ss to read the
text again with the questions below and then divides Ss into groups to discuss these questions.
3. T asks some groups to share their answers with other groups supplementing and assessing.
1. Ss read the text and try to guess the meanings of the bold words and expressions according to the context.
2. Ss search for the answers to the questions in the text and then share with their group members.
3. Ss give their improved answers after the cooperation before listening to other groups’ opinions.
Know about some words and expressions and the main idea of the passage—the 23 scientists’ contributions and their harsh conditions.
Activity 10
1. T asks Ss to find the words and expressions about the qualities as many as possible in the text.
2. T divides Ss into groups to discuss how to put their findings into the boxes with four qualities.
3. T chooses some students to show their ideas and then encourages other students to supplement or assess.
4. T helps Ss brainstorm words or expressions about positive qualities in Activity 9 and put them into the boxes.
5. T motives Ss to have a word competition among them, in which the winner presents more words or expressions.
1. Ss find the qualities the scientists have in the text.
2. Ss distinguish the words or expressions about qualities and put them into the right boxes.
3. Some Ss give their answers while others voice their own opinions to modify.
4. Ss think out other positive qualities, ones that are not mentioned in the text and add them into the suitable boxes.
5. Ss try their best to come up with words or expressions about positive qualities scientists should have as many as possible, helping their own group to be the winner in the word competition.
Having a better understanding of good qualities these scientists have.
Activity 11
1. T assigns a task to Ss in pairs to introduce your favorite people with spirits of craftsmanship, using the words and expressions in Activity 10 as many as possible.
2. T encourages pairs of Ss to show their work, contributing to active interaction with each other.
1. Ss describe their favorite people who dedicate their life to their work using the words and expressions in Activity 10 as many as possible in pairs.
2. Ss share their description with the class while learning from other peers.
Consolidate and integrate the language and content learnt.
Developing 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 contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T plays a video and asks Ss to watch and then find the answers to Questions1-3.
2. T plays the video again to help Ss double-check their answers. The video will be played more times if necessary.
3. T asks some Ss to give their answers, helping Ss check whether their answers are right or not.
4. T divides Ss into groups to discuss about Question 4.
5. T chooses some groups to share their opinions and the answer to Question 4, asking other groups to supplement and carry out a free talk.
1. Ss read the Questions1-3 first and try to find the answers to them while watching the video.
2. Ss turn to T for help to watch the video again if they have difficulty answering the questions.
3. Ss show and check their answers. .
4. Ss work with their partners to discuss about Question 4.
5. Ss show their answers to the whole class to learn from others to improve their own answers through a free talk.
Lead to the topic and activate Ss’ background knowledge.
Activity 2
1. T guides Ss to focus on the pictures, the title and the video they just watched, predicting what the text is about.
2. T asks some Ss to express their predictions and the reasons.
3. T asks Ss to skim the text to grasp the main idea of the text which can help check their predictions.
1. Ss fix their attention to the pictures and the title and then predict what the text is about with the help of the video they just watched.
2. Ss give their predictions and reasons to their peers.
3. Ss read the text quickly to find the main idea and prove whether their predictions are right or wrong.
Cultivate the interest and curiosity about the topic and grasp the main idea of the text.
Activity 3
1. T asks Ss to read the text carefully again and match the questions to the paragraphs.
2. T divides Ss into groups and asks them to summarise the main idea for each paragraph.
3. T asks each group of Ss to check the matches and discuss about their answers to the questions.
4. T invites some groups to share their answers and their reasons with other groups to supplement.
1. Ss read the text carefully and do the matching exercise.
2. Ss summarise the main idea of each paragraph with the help of their group.
3. Ss check their matching results according to the summaries and discuss with their partners about the answers to the questions.
5. Ss show their answers and reasons to get improved with others’ help.
Check Ss’ understanding of the passage.
Think & Share
1. T instructs Ss to discuss the answers to the questions in the part and provoke their deep thoughts on the basis of their own experiences, providing more background knowledge if necessary.
2. T asks some Ss to share their answers and others to supplement, creating a free talk.
1. Ss discuss the four questions in groups on the basis of their own experiences and with the help of T.
2. Ss share their opinions with others and carry out a free talk.
Deepen Ss’ understanding of the passage and stimulate their thinking.
Activity 4
1. T gets Ss prepared to deliver their speech by encouraging them to surf the Internet for some related information to get further understanding of other masters’ restoration jobs in the Forbidden City.
2. T divides Ss into groups to discuss the five questions.
3. T helps Ss to fill up the form and get them ready for their speech.
4. T instructs and encourages Ss to show
their presentations in the front of the classroom.
5. T asks Ss to select the most persuasive speech
and explain their reasons, and then T gives a summary about how to organise a speech and what speech skills to be used.
6. T helps Ss improve their speech and encourages them to present in front.
1. Ss surf the Internet for some resources about other masters’ restoration jobs in the Forbidden City and set out to prepare their speech.
2. Ss discuss the five questions with the members of their group.
3. Ss fill up the form and get prepared for the speech.
4. Ss deliver their speech in front of others.
5. Ss voice their opinions and give reasons for their choices about the most persuasive speech.
Consolidate and integrate the language and content learnt.
Activity 5
1. T asks Ss to read the questions below the text and try to find the answers while reading the text.
2. T divides Ss into groups to discuss the answers to the questions and underline the words and expressions describing the qualities of the Lei family.
3. T requires Ss to check the answers after some Ss’ presentations.
1. Ss read the questions below the text and read the text to find the answers.
2. Ss share their answers with their members in groups and underline the words and expressions about the qualities.
3. Ss do their presentations and double-check their answers with each other.
Know the stylistic features and contents of an expository essay, and lay a foundation for Activity 6.
Activity 6-7
1. T leads Ss to analyse the structural features and contents of an expository essay with the version of Activity 5.
2. T asks Ss to choose one craftsman in their hearts and complete the outline in Activity 6.
3. T guides Ss to finish their individual task of writing an
expository essay according to “Learning to learn”.
4. T assigns Ss to read the other’s essay and optimise it in pairs.
5. T asks Ss to show their polished essays to get others’ further feedback under T’s guidance.
1. Ss think of the structural features and contents of an expository essay.
2. Ss finish their individual task of writing an
expository essay
3. Ss share their stories and give comments to each other.
4. Ss read the other’s essay and optimise it in pairs.
5. Ss show their polished essays to get others’ further feedback under T’s guidance.
Practise writing and polish an expository essay through peer evaluation.
Presenting ideas & Reflection板块教学设计
（Presenting ideas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
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。
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
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss to read the opinions of the two teenagers and the three questions below.
2. T divides Ss into groups to discuss the two opinions and the answers.
3. T invites some representatives from some groups to the front to present their outcomings of their discussions.
1. Ss read the two short passages about the opinions of the two teenagers and the three questions below.
2. Ss brainstorm their ideas in groups.
3. Ss choose some representatives to share their ideas after discussion.
Generate new ideas and prepare for the presentation.
Activity 2-4
1. T regroups Ss into teams sharing the same idea.
2. T encourages Ss to fill up the form in Activity 2 by collecting supporting ideas and searching for the exact examples.
3. T assigns the debating task to Ss and asks them to prepare a well-organised and persuasive argument using practical words.
4. T organises students to develop a debate by choosing three or four debaters from each group.
1. Ss form a new group sharing the same idea.
2. Ss write down their views ,arguments and supporting examples to complete the form with the cooperation of their groups.
3. Ss work in groups and write an argument for the debate.
4. Ss choose three or four Ss from their groups to participate in the debate.
Organise a debate in the class.
Reflection
1. T asks Ss to do self-assessment about their own academic performances according to the questions given in the part.
2. T helps Ss to summarise what they have learnt in the unit.
3. T asks Ss to make sure what they need to improve and reflect.
4. T helps Ss to improve the learning methods and modify studying strategies.
Ss rate their performance in this unit, summarise what they have learnt and think about what they need to improve and reflect.
Review, rate performance and think about ways to improve.
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 contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Investigate
1. T asks Ss to get further understanding of traditional craftsmanship by surfing the Internet, visiting museums, art galleries and folk craftsmanship streets while doing a research about dying craftsmanship.
2. T requires Ss to keep a written record about their research.
1. Ss do their researches in museums, art galleries and folk craftsmanship streets or by surfing the Internet.
2. Ss makes notes about what they have seen.
Develop skills of searching information.
Plan
1. T divides Ss into groups to share their investigations.
2. T asks Ss to make a list of traditional craftsmanship according to their investigations.
1. Ss share what theyhave found with their members.
2. Ss work in groups and list traditional craftsmanship.
List traditional craftsmanship.
Create
1. T asks Ss to collect pictures as many as possible in advance as scheduled.
2. T assigns Ss to write a directory entry for their chosen craft according to the instructions in Ss’ Book.
3. T guides Ss to create a presentation in PPT about their chosen craft by selecting proper pictures matching with the words and carefully designing.
1. Ss search for some vivid pictures to illustrate the work of traditional craftsmanship.
2. Ss choose a craft to write a directory entry.
3. Ss design their work into their PPT with suitable pictures.
Giving a presentation in a group and learn from each other.
Present
1. T encourages Ss to present their works and asks Ss to feedback, helping Ss to reflect.
2. T organises Ss to collect their directory entries, producing a collection of traditional craftsmanship, and then make it a printed version and an electronic edition.
3. T helps Ss to donate the printed version to the school library and upload the electronic edition onto the Internet, appealing to protection of traditional craftsmanship.
1. Ss show their work and evaluate one another’s works.
2. Ss create a collection of traditional craftsmanship.
3. Ss present the printed version to the class and upload the electronic edition onto the Internet, appealing to protection of traditional craftsmanship.
Carry out the project.
Unit 2 A life’s work 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 out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 Lloyd Wright和Johannes 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 contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T lists some new words that appear in the video and helps Ss to understand the meanings of the words.
2. T plays the video and asks Ss the questions in Activity 1.
3. T plays the video again and asks Ss to answer the questions in Activity 2 individually before checking the answers in the class.
1. Ss read the new words and try to understand the meanings of these words with the T’s help.
2. Ss watch the video, take notes about the key information and answer the questions in Activity 1.
3. Ss watch the video again and answer the questions in Activity 2.
Get into the topic and get the initial understanding of the topic “craftsmanship”
Activity 2
1. T introduces the related information about the three famous people and their quotes.
2. T asks student representatives to answer the question.
3. T asks Ss to read the quotes individually and try to translate them into Chinese.
4. T presents three English explanations to the quotes and asks Ss to match the explanations with the quotes. And asks Ss to answer the other questions in Activity 2.
1. Ss listen to the teacher’s introduction and talk about Question 1 in Activity 2.
2. Ss share their ideas about the question after the student representatives give the answers.
3. Ss read the quotes individually and try to translate the quotes.
4. Ss read and match the English explanations given by the Twith the quotes as fast as they can. And answer the other questions.
Arouse Ss’ interest in the topic and inspire them to think deeply about 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 & Problem-Based Learning
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T organises group-work and asks Ss to have a discussion about the messages conveyed by the pictures and predict the contents of the reading.
2. T asks Ss to do teamwork and talk about Questions 1, 2, 3 in Activity 1.
3. T asks student representatives to report the answers and encourages them to give supporting reasons.
4. T asks Ss to read the passage and later discuss whether the answers have changed.
1. Ss look at the pictures and predict the contents of the reading based on the messages conveyed by the pictures.
2. Ss do teamwork and have a discussion about Questions 1, 2, 3.
3. Student representatives report the answers on behalf of their teams and give supporting reasons.
4. Ss read the passage and later discuss whether the answers have changed or not.
Lead to the topic and inspire Ss to think about the differences and train their ability to make prediction about the contents of the reading.
Activity 2
1. T asks Ss to read the four subtitles individually and choose the right title.
2. T asks Ss to share their answers and explain the reasons.
1. Ss read the four subtitles and choose the title they think right.
2. Ss report their answers to the class and explain the reasons.
Train Ss’ reading skills of getting the main idea and finding out the supporting details.
Activity 3
1. T asks Ss to read the directions and information in Activity 3 and make sure they understand the intention of the activity.
2. T asks Ss to work in pairs and complete the diagram according to the passage.
3. T asks Ss to choose representatives to share the answers.
4. T asks Ss to think of at least five words or expressions to describe Bill Cunningham and give their reasons.
1. Ss read the directions and information in Activity 3 individually and figure out the intention of the activity.
2. Ss work in pairs, read the passage carefully and complete the diagram.
3. Ss choose the representatives to share the answers.
4. Ss think of at least five words and expressions to describe Bill Cunningham and give their reasons based on the information in the diagram.
Improve Ss’ ability to grasp the structure and key information of the passage and understand the writer’s writing intention.
Think & Share
1. T divides Ss in groups and asks them to discuss the questions in this part.
2. T invites some Ss to answer the questions, meanwhile encourages the others to carry out open discussion and give comments when necessary, so as to make them think deeply about the theme of the passage.
1. Ss discuss the two questions in groups and then share their ideas with the class.
2. Ss carry out open discussion, listen to others’ opinions, voice their answers out and think deeply about the theme of the passage under the guidance of the teacher.
Train Ss’ ability to think deeply, learn to dig the hidden information of the passage and express their ideas in a logical 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 of 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 Bancroft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 contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss to read the sentences，pay attention to the bold parts and answer Question 1.
2. T asks Ss to read the sentences again, thinking about Question 2 and find out the similarities and differences by comparing the example sentences.
3. T guides Ss to sum up the usage of predicative clauses.
4. T asks Ss to look for more examples of predicative clauses in the reading passage.
1. Ss read the sentences, think about the bold parts in the sentences and answer Question 1.
2. Ss read the sentences again with Question 2 in mind and try to find out the same function and different characteristics in the example sentences with the teacher’s help.
3. Ss check answers together, sum up the usage of predicative clauses and find out more examples.
Train Ss’ learning ability to sum up the grammatical rules.
Activity 2
1. T gives a brief introduction to Ruth Bancroft.
2. T plays the tape and asks Ss to get the main ideas of the listening.
3. T asks Ss to complete the sentences according to the listening in Activity 2.
4. T asks Ss to read the sentences they complete and check the answers.
1. Ss listen to the introduction and get familiar with the topic.
2. Ss listen to the tape and sum up the main idea of the listening.
3. Ss listen carefully and finish the sentences in Activity 2.
4. Ss read the sentences and check the answers together.
Use predicative clauses in a real context to get better understanding of them.
Activity 3
1. T asks Ss to read the short passage and pay attention to the underlined sentences.
2. T asks Ss to rewrite the underlined sentences into the sentences with predicative clauses using correct related words.
3. T invites some students to read their rewritten sentences and check the answers.
1. Ss read the passage and focus on the underlined sentences.
2. Ss rewrite the underlined sentences into the sentences with predicative clauses.
3. Ss read and share their rewritten sentences and check the answers together.
Improve Ss’ ability to use predicative clauses correctly by creating their own sentences.
Activity 4
1. T asks Ss to brainstorm the names of some artists that they like or are familiar with.
2. T asks Ss to work in groups and talk about the life and contributions of the artists that they like or are familiar with.
3. T asks Ss to introduce an artist written at least five sentences using predicative clauses where appropriate.
1. Ss think fast and tell the names of the artists that come into their minds.
2. Ss work in groups and introduce the life and contributions of the artists.
3. Ss introduce an artist including his or her life and contribution using predicative clauses where appropriate.
Train Ss’ ability to transfer and innovate what they have learnt in a real language context.
Activity 5-7
1. T creates a real context related to the topic to help Ss to review the relevant vocabulary.
2. T guides Ss to read and understand the four sentences in Activity 5.
3. T plays the tape and asks Ss to finish the task in Activity 5.
4. T plays the tape again and asks Ss to finish the task in Activity 6 by detailed information; and then work in pairs to have a discussion about the information they get related to traditional crafts.
5. T divides Ss into groups and asks them to talk about the meanings and pragmatic function of the listed expressions and finish Activity 7.
1. Ss review useful words and relevant phrases with the help of the real context.
2. Ss read the sentences in Activity 5 and try to understand the meanings.
3. Ss listen to the tape, finish the task, discuss the answers in groups and check the answer.
4. Ss listen to the tape again, take notes about the detailed information and finish Activity 6; and then do pair-work to talk about traditional crafts using the information they get.
5. Ss work in groups and talk about the meanings and pragmatic function of the listed expressions and finish Activity 7.
Train Ss’ ability to listen for details and understand the intention of listening material as well as their ability to express themselves by giving reasons to support their opinions.
Activity 8
1. T presents pictures or videos to lead in the topic of traditional crafts.
2. T asks Ss to read the passage individually and answer Questions 1 and 2 according to the information they get from the passage.
1. Ss watch the pictures or videos and think about the topic.
2. Ss read the passage, get the information and finish Questions 1 and 2 in Activity 8.
Raise Ss’ awareness of protecting traditional crafts.
Activity 9
1. T asks Ss to read and understand the text, focusing on the bold words and expressions.
2. T asks Ss to read the
text again with the questions below and then divides Ss into groups to discuss these questions.
3. T asks some groups to share their answers with other groups supplementing and assessing.
1. Ss read the text and try to guess the meanings of the bold words and expressions according to the context.
2. Ss search for the answers to the questions in the text and then share with their group members.
3. Ss give their improved answers after the cooperation before listening to other groups’ opinions.
Know about some words and expressions and the main idea of the passage—the 23 scientists’ contributions and their harsh conditions.
Activity 10
1. T asks Ss to find the words and expressions about the qualities as many as possible in the text.
2. T divides Ss into groups to discuss how to put their findings into the boxes with four qualities.
3. T chooses some students to show their ideas and then encourages other students to supplement or assess.
4. T helps Ss brainstorm words or expressions about positive qualities in Activity 9 and put them into the boxes.
5. T motives Ss to have a word competition among them, in which the winner presents more words or expressions.
1. Ss find the qualities the scientists have in the text.
2. Ss distinguish the words or expressions about qualities and put them into the right boxes.
3. Some Ss give their answers while others voice their own opinions to modify.
4. Ss think out other positive qualities, ones that are not mentioned in the text and add them into the suitable boxes.
5. Ss try their best to come up with words or expressions about positive qualities scientists should have as many as possible, helping their own group to be the winner in the word competition.
Having a better understanding of good qualities these scientists have.
Activity 11
1. T assigns a task to Ss in pairs to introduce your favorite people with spirits of craftsmanship, using the words and expressions in Activity 10 as many as possible.
2. T encourages pairs of Ss to show their work, contributing to active interaction with each other.
1. Ss describe their favorite people who dedicate their life to their work using the words and expressions in Activity 10 as many as possible in pairs.
2. Ss share their description with the class while learning from other peers.
Consolidate and integrate the language and content learnt.
Developing 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 contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T plays a video and asks Ss to watch and then find the answers to Questions1-3.
2. T plays the video again to help Ss double-check their answers. The video will be played more times if necessary.
3. T asks some Ss to give their answers, helping Ss check whether their answers are right or not.
4. T divides Ss into groups to discuss about Question 4.
5. T chooses some groups to share their opinions and the answer to Question 4, asking other groups to supplement and carry out a free talk.
1. Ss read the Questions1-3 first and try to find the answers to them while watching the video.
2. Ss turn to T for help to watch the video again if they have difficulty answering the questions.
3. Ss show and check their answers. .
4. Ss work with their partners to discuss about Question 4.
5. Ss show their answers to the whole class to learn from others to improve their own answers through a free talk.
Lead to the topic and activate Ss’ background knowledge.
Activity 2
1. T guides Ss to focus on the pictures, the title and the video they just watched, predicting what the text is about.
2. T asks some Ss to express their predictions and the reasons.
3. T asks Ss to skim the text to grasp the main idea of the text which can help check their predictions.
1. Ss fix their attention to the pictures and the title and then predict what the text is about with the help of the video they just watched.
2. Ss give their predictions and reasons to their peers.
3. Ss read the text quickly to find the main idea and prove whether their predictions are right or wrong.
Cultivate the interest and curiosity about the topic and grasp the main idea of the text.
Activity 3
1. T asks Ss to read the text carefully again and match the questions to the paragraphs.
2. T divides Ss into groups and asks them to summarise the main idea for each paragraph.
3. T asks each group of Ss to check the matches and discuss about their answers to the questions.
4. T invites some groups to share their answers and their reasons with other groups to supplement.
1. Ss read the text carefully and do the matching exercise.
2. Ss summarise the main idea of each paragraph with the help of their group.
3. Ss check their matching results according to the summaries and discuss with their partners about the answers to the questions.
5. Ss show their answers and reasons to get improved with others’ help.
Check Ss’ understanding of the passage.
Think & Share
1. T instructs Ss to discuss the answers to the questions in the part and provoke their deep thoughts on the basis of their own experiences, providing more background knowledge if necessary.
2. T asks some Ss to share their answers and others to supplement, creating a free talk.
1. Ss discuss the four questions in groups on the basis of their own experiences and with the help of T.
2. Ss share their opinions with others and carry out a free talk.
Deepen Ss’ understanding of the passage and stimulate their thinking.
Activity 4
1. T gets Ss prepared to deliver their speech by encouraging them to surf the Internet for some related information to get further understanding of other masters’ restoration jobs in the Forbidden City.
2. T divides Ss into groups to discuss the five questions.
3. T helps Ss to fill up the form and get them ready for their speech.
4. T instructs and encourages Ss to show
their presentations in the front of the classroom.
5. T asks Ss to select the most persuasive speech
and explain their reasons, and then T gives a summary about how to organise a speech and what speech skills to be used.
6. T helps Ss improve their speech and encourages them to present in front.
1. Ss surf the Internet for some resources about other masters’ restoration jobs in the Forbidden City and set out to prepare their speech.
2. Ss discuss the five questions with the members of their group.
3. Ss fill up the form and get prepared for the speech.
4. Ss deliver their speech in front of others.
5. Ss voice their opinions and give reasons for their choices about the most persuasive speech.
Consolidate and integrate the language and content learnt.
Activity 5
1. T asks Ss to read the questions below the text and try to find the answers while reading the text.
2. T divides Ss into groups to discuss the answers to the questions and underline the words and expressions describing the qualities of the Lei family.
3. T requires Ss to check the answers after some Ss’ presentations.
1. Ss read the questions below the text and read the text to find the answers.
2. Ss share their answers with their members in groups and underline the words and expressions about the qualities.
3. Ss do their presentations and double-check their answers with each other.
Know the stylistic features and contents of an expository essay, and lay a foundation for Activity 6.
Activity 6-7
1. T leads Ss to analyse the structural features and contents of an expository essay with the version of Activity 5.
2. T asks Ss to choose one craftsman in their hearts and complete the outline in Activity 6.
3. T guides Ss to finish their individual task of writing an
expository essay according to “Learning to learn”.
4. T assigns Ss to read the other’s essay and optimise it in pairs.
5. T asks Ss to show their polished essays to get others’ further feedback under T’s guidance.
1. Ss think of the structural features and contents of an expository essay.
2. Ss finish their individual task of writing an
expository essay
3. Ss share their stories and give comments to each other.
4. Ss read the other’s essay and optimise it in pairs.
5. Ss show their polished essays to get others’ further feedback under T’s guidance.
Practise writing and polish an expository essay through peer evaluation.
Presenting ideas & Reflection板块教学设计
（Presenting ideas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
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。
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
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss to read the opinions of the two teenagers and the three questions below.
2. T divides Ss into groups to discuss the two opinions and the answers.
3. T invites some representatives from some groups to the front to present their outcomings of their discussions.
1. Ss read the two short passages about the opinions of the two teenagers and the three questions below.
2. Ss brainstorm their ideas in groups.
3. Ss choose some representatives to share their ideas after discussion.
Generate new ideas and prepare for the presentation.
Activity 2-4
1. T regroups Ss into teams sharing the same idea.
2. T encourages Ss to fill up the form in Activity 2 by collecting supporting ideas and searching for the exact examples.
3. T assigns the debating task to Ss and asks them to prepare a well-organised and persuasive argument using practical words.
4. T organises students to develop a debate by choosing three or four debaters from each group.
1. Ss form a new group sharing the same idea.
2. Ss write down their views ,arguments and supporting examples to complete the form with the cooperation of their groups.
3. Ss work in groups and write an argument for the debate.
4. Ss choose three or four Ss from their groups to participate in the debate.
Organise a debate in the class.
Reflection
1. T asks Ss to do self-assessment about their own academic performances according to the questions given in the part.
2. T helps Ss to summarise what they have learnt in the unit.
3. T asks Ss to make sure what they need to improve and reflect.
4. T helps Ss to improve the learning methods and modify studying strategies.
Ss rate their performance in this unit, summarise what they have learnt and think about what they need to improve and reflect.
Review, rate performance and think about ways to improve.
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 contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Investigate
1. T asks Ss to get further understanding of traditional craftsmanship by surfing the Internet, visiting museums, art galleries and folk craftsmanship streets while doing a research about dying craftsmanship.
2. T requires Ss to keep a written record about their research.
1. Ss do their researches in museums, art galleries and folk craftsmanship streets or by surfing the Internet.
2. Ss makes notes about what they have seen.
Develop skills of searching information.
Plan
1. T divides Ss into groups to share their investigations.
2. T asks Ss to make a list of traditional craftsmanship according to their investigations.
1. Ss share what theyhave found with their members.
2. Ss work in groups and list traditional craftsmanship.
List traditional craftsmanship.
Create
1. T asks Ss to collect pictures as many as possible in advance as scheduled.
2. T assigns Ss to write a directory entry for their chosen craft according to the instructions in Ss’ Book.
3. T guides Ss to create a presentation in PPT about their chosen craft by selecting proper pictures matching with the words and carefully designing.
1. Ss search for some vivid pictures to illustrate the work of traditional craftsmanship.
2. Ss choose a craft to write a directory entry.
3. Ss design their work into their PPT with suitable pictures.
Giving a presentation in a group and learn from each other.
Present
1. T encourages Ss to present their works and asks Ss to feedback, helping Ss to reflect.
2. T organises Ss to collect their directory entries, producing a collection of traditional craftsmanship, and then make it a printed version and an electronic edition.
3. T helps Ss to donate the printed version to the school library and upload the electronic edition onto the Internet, appealing to protection of traditional craftsmanship.
1. Ss show their work and evaluate one another’s works.
2. Ss create a collection of traditional craftsmanship.
3. Ss present the printed version to the class and upload the electronic edition onto the Internet, appealing to protection of traditional craftsmanship.
Carry out the project.
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