Unit 2 A Life’s Work Using Language 教学设计-2024-2025学年外研版高中英语（2019）选择性必修第三册

选择性必修三 Unit 2 A Life’s Work Using Language 教学设计 Using Language 板块听说课教学设计 课型 Listening and Speaking 主题语境 人与自我—弘扬工匠精神 教材分析 本节课教材来自外研版（2019）选择性必修三 Unit 2 A Life’s Work Using Language 板块。本单元的主题语境是“人与自我”，涉及的主题语境内容是工 匠精神，多模态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。本版块围绕单元话题，涉及的主题语境内容为“工匠精神”，以多模块的形式，引导学生通过听说训练活动、语篇活动，从不同角度开拓视野，提升语言运用能力，进一步理解单元主题。 听说部分的主要内容为传统手艺—木篮和木鞋消失的原因，引导学生思考 传统手工艺逐渐失传的现状，号召人们保护传统手工艺，进一步引出正在以自 己的坚持保护传统工艺的人，引出“工匠”这一概念。阅读语篇为“两弹一星” 元勋科学家的优秀品质，帮助学生深入探索“工匠精神”的深层内涵。最终帮助学生聚焦语言的意义和功能，在真实语境下进行思考和交际运用，全方位提升语言综合运用能力。 学情分析 学生来自高二年级，具备一定的英语基础和听说读写能力。但是在用英语 进行表达方面还存在语料库不足、怯于表达等问题。学生可能对传统文化的兴趣不深，需要老师设计适当的教学策略和教学方法，并借助多媒体及流行视频、图片等对学生进行兴趣调动。学生对“两弹一星”功勋等的了解停留在姓名和广为人知的事迹阶段，需要对文本进行深入挖掘，引发学生对“工匠精神”进行深层次的思考。 课时目标 核心素养的语言能力、文化意思、思维品质、学习能力渗透在以下学习目 标中。 通过这节课的学习，学生能够 1. 通过听力，总结传统手工艺消亡的原因，提高保护传统手工艺的意识； 2. 通过阅读语篇，深入理解“工匠精神”的内涵； 3. 锻炼通过听、读获取信息的能力； 4. 最终能用本节课所学语言知识、句式结构、文化知识等进行对话输出，在具体语境中运用所学语言知识进行对话，实现知识和能力的拓展与迁移。 教学重点与难点 教学重点： 引导学生通过听、读活动进行信息获取和整合，总结“工匠精神”的真正内涵。 教学难点： 能够在获取信息后进行情景式对话，进一步内化对“工匠精神”的内涵理解，并将这一精神坚定不移地运用到对传统的保护和日后的学习过程 中。 教学策略 1. 情境教学法：根据本单元话题，构建“采访工匠”语境，模拟真实的语言活动，让学生在情境中组织对话，增强语言实践能力。 2. 互动式教学法：让学生通过组织小组讨论、角色扮演等互动，鼓励学生积极参与，相互学习，提高语言运用能力。 3. 任务导向型教学法：以学生为主体，以任务为载体，通过问答、填空、组织对话等活动，学习和掌握语言知识和技能。 4. 合作学习法：组织学生进行小组讨论、相互学习、进行头脑风暴，培养学生的团队合作精神和沟通能力。 评价任务 1. 听力评价任务：播放录音，学生根据所听内容回答问题，或边听边填写相关信息，目的是评估学生的听力理解能力、听取关键信息的能力和听力词汇掌握能力。 2. 阅读评价任务：通过文本阅读，要求学生回答相关问题，评估学生的阅读理解能力和提取关键信息的能力。 3. 口语评价任务：通过情景对话，评估学生运用所学知识进行交际、语法和词汇运用的能力。 4. 小组合作学习评价任务：组织小组讨论、角色扮演、设计对话等活动，评估学生的合作能力、团队精神和语言运用能力。 5. 同时鼓励学生进行自我评价及同伴间的相互评价，培养学生的自我反思能力和批判性思维，同时促进相互学习和进步。 Steps Teaching activities Students’ activities Purpose Lead in 1. Teacher asks students to watch a video about the extinction and development of Gambiered Guangdong Silk and answer question: Why is the Gambiered Guangdong Silk on the verge of extinction? 2. Teacher asks students to summarize the challenges that the traditional crafts are facing. 1. Students watch a video and answer “Why is the Gambiered Guangdong Silk on the verge of extinction?” 2. Students summarize the challenges that the traditional crafts are facing. Activate the background knowledge, arouse students’ interest and help students to understand the listening. prereading 1. Teacher asks students to say more traditional crafts; 2. Teacher shows students more pictures related traditional crafts, like shadow play, embroidery, oil-paper umbrella, clogs, wooden baskets, and so on. 1.Students brainstorm for more traditional crafts; 2. Students think about the current condition of clogs and basket made of oak tree. Lead students to think, and introduce the topic of traditional crafts, making students prepared for listening. 1. Teacher shows students the strategies for listening; Explain listening strategies While-reading 2. Teacher asks students to listen to the dialogue for the first time and choose the right answer. (1) What is the relationship between the man and the woman? (2) What’s the purpose of this conversation? 1. Students listen to the dialogue for the first time and choose the right answers. Train students to get brief information, search for detailed information and summarize information 3. Teacher asks students to listen to the dialogue for the second time and complete the table of detailed information. 2. Students listen to the radio for the second time and complete the table of detailed information 4. Teacher asks students to summarize the reasons for their dying out; (1) The demand for these crafts has fallen along with the times; (2) The cost of making these crafts is also an important reason; (3) Another factor is that the younger generation is not interested in learning traditional skills. 3. Students summarize the reasons for their dying out; 5. Teacher asks students to summarize the language pattern from listening. (1) Ask for information: What do you know about…? Did you know that…? (2) Giving reasons: One reason is that… Another factor is that… …is also an important reason. 4. Students summarize the language pattern from listening. Students can get basic sentence pattern for asking for information and “giving reasons”. 6. Teacher asks students to work in pairs and come up with more ways to protect the traditional crafts from dying out. (1) Government can set up laws… (2) …spread… (3) Individuals can learn… 5. Students discuss with group members and come up with ways to protect the traditional crafts from dying out Deep thinking about more methods to protect traditional crafts. 7. Show students the video and work out more ways to protect the traditional crafts. 6. Students watch the video and get more method to protect traditional crafts. While-reading 1. Teacher asks students to share read a passage about the deed of some scientist on book and answer: (1) What were the 23 scientists honored for? (2) What challenges did they meet? How did they overcome them? 1. Students read the passage of 23 scientists and answer questions; Students obtain the deeds of scientists, laying the foundation for summarizing the "craftsmanship spirit" 2. Teacher asks students to summarize the qualities of the scientist. 2.Students brainstorm as more words as they can to describe the qualities of the scientists. Summarize the “craftsmanship spirit”. Post-reading 1. Teacher asks students to find more people with such craftsmanship spirit. 2. Teachers show students more pictures of craftsmen. 1. Students think about more craftsmen presentation 1. Teacher asks students to design an interview. After the ceremony, our school will hold a “Craftsmen forum” (工匠论坛) and invite some “Traditional Craftsmen”. Please design an interview. In your group, one is the host, and the rest are traditional craftsmen like... Teacher reminds students to use the sentence patterns, information they have learnt. 1. Students cooperate with group and design a conversation/ an interview. Mobilize students’ potential, cultivate students’ thinking quality and expression ability, and provide a platform for promoting the transformation of competence into literacy 2. Teachers choose some groups to perform their interview in the front of the classroom. 2. Students perform their interview. Examine student’s ability of using knowledge to communicate. Comments (1) Are all the dialogues closely related to the theme? (2) Are the craftsmen and their deeds (行为，事迹) and qualities involved in the conversation? Structure: (1) Does the speaker use the structure of asking reasons or checking knowledge? (2) Is the conversation clear in logic, complete and well-organized? Language: (1) Are the words and expressions correct? (2) Does the speaker use the vocabulary we learnt today? Manners: Does the speaker use proper body language, such as gestures, eye contacts, and so on? Summary “Determined to be lofty, down-to-earth, step by step forward, with the perseverance of ten years to sharpen a sword, with the persistence of 'a lifetime to do one thing', to achieve a valuable life.” “立志高远、脚踏实地，一步一步往前走，以十年磨一剑的韧劲，以‘一辈子办成一件事’的执着，成就有价值的人生。” —President Xi Jinping Homework（作业设计） 1. Teacher asks students to write a short passage about someone who shows the spirit of craftsmanship using the words and expressions you’ve learnt today 学科网（北京）股份有限公司 $$