外研版 (2019)选择性必修 第三册Unit 2 A life’s work教案

这是一份外研版 (2019)选择性必修 第三册Unit 2 A life’s work教案，共3页。

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.