Unit2AlifesworkDevelopingideas教學(xué)設(shè)計(jì)-高中英語(yǔ)選擇性

Unit2Alife’sworkDevelopingideasInstructiondesign

Teachingobjective

Throughthestudyofthislesson,studentscan......

1.ObtainandsortoutfactualinformationaboutWangJin,thewatchrestorer,andtheskills,inheritanceandcraftsmanspiritsurroundingWangJin,anddescribeandevaluatetheimportantroleplayedbywatchrestorerininheritingculturalrelics,skillsandcraftsmanspirit.

2.Internalizediscoursecohesionandexpressionmethods,experiencetheroleoftransitionwordsandinitialandfinalechoesindiscourseideation,andapplythemtomyownwriting.

3.Analyzethespiritualqualityofwatchrestorer,cultivatetheawarenessofprotectingtraditionalskillsandcraftsmanspirit,andapplythecraftsmanspirittodailylife.

Teachingfocus

ToobtainandsortoutfactualinformationaboutWangJin,thewatchrestorer,andtheskills,inheritanceandcraftsmanspiritsurroundingWangJin,andtodescribeandevaluatetheimportantroleplayedbywatchrestorerininheritingculturalrelics,skillsandcraftsmanspirit.Analyzethespiritualqualityoftheclockrestorer.

Teachingdifficulty

Internalizediscoursecohesionandexpressionmethods,experiencetheroleoftransitionwordsandinitialandfinalechoesindiscourseideography,andapplythemtomyownwriting.Cultivatetheawarenessofprotectingtraditionalskillsandcraftsmanspirit,andapplythecraftsmanspirittodailylife.

Teachingstrategy

Taskdriventeaching;Groupactivities;Evaluationofteachers,studentsandstudents.

Teachingequipment

Shivowhiteboard,ppt,padassistedteaching

Teachingprocess

Beforeclass:Assignstudentstoreadandmastertherelevantwordsandphrasesofthismodule,andconsolidateandimprovebypletingthecorrespondingvocabularytraining.Objective:Toconsolidatethestudents'basicknowledgeandpreparethemforthediscussionofcraftsmanshiptopics.

Inclass:

(1)Introduction

ShowstudentspicturesofclocksandwatchesofthePalaceMuseum,experiencetheexquisiteclocksandwatches,andpreliminarilyappreciatethesuperbskillsofthePalaceMuseumclockrestorer.Objective:ToactivatethebackgroundknowledgerelatedtothetopicoftherestorationoftheForbiddenCityclock,whichisthestartingpointofthethemediscussion.

(2)Beforereading

Guidestudentstopredictthecontentofthetextandguessthemeaningof"Time"inthetitleaccordingtothepicturesinthetextandthetitleofthetext.Objective:Todeveloptheabilityofmultimodaldiscourseanalysisthroughtheinterpretationoftitlesandpictures.Atthesametime,teachersguidestudentstopayattentiontothemeaningofkeywordsinthetitle,leadtoproblemstobesolved,andformreadingexpectations.

(3)Reading

1.Theteachershowsthefourpartsofthearticleandtheirkeywords:masters,craftandantique,inheritanceandcraftsmanship,andasksstudentstomatcheachpartwiththekeywordsandexplainthereasons.

Objective:Studentsreadthearticleforthefirsttimetogetthegeneralideaofeachpartandlaythegroundworkforsortingoutthestructuredknowledge.

2.Theteacherputsforwardaquestionbasedoneachparagraph,andthestudentsmatchandfindouttheanswerfromthearticle.Thegroupworkstogethertochecktheanswer,andcarriesoutgroupoutputactivitiesthroughintervieworlivebroadcast.Thequestionsareasfollows:

①WhyisWangJinoptimisticaboutthefutureofthetimepiecesinthePalaceMuseum?

②WhyisitpainstakingforWangJinandhisstudentstorepairthecollectionoftimepiecesinthePalaceMuseum?

③WhathasbeendonetotheclocksthatdatebacktothetimeofEmperorQianlong?

④WhoisWangJinandwheredoeshework?

⑤WhatqualitiesdoWangJinandhiscolleaguesdisplayintheirwork?

⑥WhatwasspecialaboutWangJinandhisstudentQiHaonan?

Theformatofgroupactivitiesisasfollows:

InterviewRolessetting:

(1)Host,Wangjin,QiHaonan,and1audience

(2)Host,Wangjin,admirer,undergraduatemajoringinMechanicalEngineeringLivestreamingthesceneofQianlongclockingbacktolife

Rolessetting:host,Wang,2otherworkers,thewholecalssasonlinevisitorstoaskquestionsandpostments.

*EitherformofpresentationwouldcoverthequalitiesofWangJin.

Objective:1.Studentssummarizethebasicinformationofthearticleandsortoutthestructuredknowledgethroughindependentreading.Outputinformationingroupcooperationtoimprovecooperativeinquiryandpragmaticability.

2.TheteacherguidesthestudentstoanalyzeandsummarizetheinformationaboutWangJin'squalityinadditiontopayingattentiontothefactualinformationinthetext,soastopavethewayforthefollowingactivities.

3.Teacherspassaseriesofquestions,suchas

Howdowegetthechancetoknowtheseclockrestorationmasters?

Whatqualitiesofmastersdoesitshow?

What’syourunderstandingofthesentence,

“Thisisaraceagainsttimethatcanneverbewon”?

Doyouagreewiththis?

Guidethestudentstoexplorethespiritualqualityandartisanspiritoftheclockrestorerembodiedinthetext,anddeepentheunderstandingoftheartisanspirit.

4.Teachersguidestudentstopayattentiontothewritingmethodsofthetransitionwordsandthefirstresponseinthearticles,internalizethediscoursecohesionandexpressionmethods,andrealizetheroleofthetransitionwordsandthefirstandlastresponseinthediscourseideation.Objective:Teachersguidestudentstoachieveindepthreadingthroughexplorationandanalysis,focusingonthemeaningofthetopic.Atthesametime,studentsareguidedtopayattentiontotheauthor'sexpressionandwritinglogic,expandthediscourseknowledge,cultivatepragmaticability,andpavethewayforthefollowingactivities.

5.Teachersguidestudentstothinkabouttherelationshipbetweenmasters,craft,antique,inheritanceandcraftsmanship,anddescribeandevaluatetheimportantroleplayedbywatchrestorersininheritingculturalrelics,skillsandcraftsmanspirit.Andthinkagainaboutthemeaningof"Time"inthequestion.

Objective:Tobuildreadingclosedloop.Afterdeeplyprocessingthelanguageformandmeaning,deepentheunderstandingofthemeaningofthetheme,andexperiencethemeaningoftheunittheme"Alife'swork".

(4)Groupcooperationspeechafterreading,groupmutualevaluation.

Leadstudentstosummarizethestructuralcharacteristicsandwritingskillsofnewsfeatures,andapplywhattheyhavelearnedtointroducepeoplewhotheythinkcanembodythespiritofartisans,betheycelebritiesorpeoplearoundthem.Objecti