Unit 2 Period 3 Developing ideas & Presenting ideas（表格式教学设计）英语外研版选择性必修第三册

该高中英语教学设计以“读写融合+文化浸润”为核心，围绕“工匠精神”主题，通过故宫钟表修复大师王津的故事，系统整合文本解读、说明文写作、辩论展示等活动，构建“文化感知—文本深挖—语言输出—思维升华”的知识网络，串联词汇、文本结构、写作方法等核心内容。 其亮点在于以核心素养为导向，通过视频导入激活文化意识，辩论活动提升思维品质，写作任务强化语言能力。如设计“现代社会工匠精神是否需要创新”辩论，结合3D扫描技术案例引导思辨，作业分层设计（观察匠人细节分析品质、短评阐述观点），配套辩论复盘和单元反思评价体系，助力教师精准教学，学生巩固知识并深化价值认知。

Unit 2 A life’s work Developing ideas & Presenting ideas教学设计 教学基本信息 单元名称 选择性必修第三册Unit 2 A life’s work 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 读写课 教学设计理念 本课时以 “工匠精神为魂、读写融合为纲、文化传承为脉” 为核心，立足 “ A life’s work” 单元主题和读写课型特点。遵循 “文化浸润 — 文本探究 — 思维深化 — 语言应用” 的教学逻辑，以故宫钟表修复大师王津的匠人故事为载体，串联视频导入、文本解读、主题讨论、说明文写作、辩论展示等多元活动。注重 “读 — 思 — 写 — 辩” 的有机统一，在提升学生阅读分析能力、说明文写作能力和思辨能力的同时，深化对 “专注、耐心、传承、创新” 的工匠精神的认知，激发文化自信，实现 “语言能力、学习能力、文化意识、思维品质” 四维目标的协同发展，让学生在语言学习中理解匠人价值、传承文化精神。 教材分析 【What】 本课时核心内容围绕 “工匠精神与职业传承” 展开，包含七大模块：一是导入（故宫虚拟游览视频，了解故宫历史与文物）；二是读前（根据标题和图片预测文本内容）；三是读中（精读文本，分析文章结构与体裁，梳理王津及其团队修复钟表的细节、品质）；四是读后（小组讨论工匠精神在学习生活中的应用）；五是写作（学习说明文写作方法，撰写体现工匠精神的人物说明文）；六是展示（围绕相关话题开展辩论）；七是总结与迁移（文本摘要填空、单元反思作业）。内容兼具文化性、思辨性与实践性，形成 “文化感知 — 文本深挖 — 语言输出 — 思维升华” 的完整链条。 【Why】 文化层面：以故宫钟表修复和雷氏家族建筑传承为载体，让学生了解中国传统工匠精神的核心内涵，感受传统文化的魅力，增强文化自信和文化传承意识。 语言层面：通过文本精读和说明文写作，让学生掌握人物分析、细节梳理、逻辑组织的语言技巧，提升阅读分析能力和书面表达的准确性、逻辑性；通过辩论活动，强化口头表达和思辨能力。 主题层面：深化对 “职业价值”“工匠精神” 的理解，引导学生将匠人精神迁移到自身学习和生活中，树立 “专注做事、精益求精” 的人生态度，实现 “语言学习” 与 “价值引领” 的统一。 【How】 教材采用 “文化载体 — 文本核心 — 任务驱动” 的编排思路，遵循 “由浅入深、层层递进” 的认知规律。先以故宫视频导入，激活文化背景认知；再通过读前预测、读中精读，夯实文本理解基础；随后通过讨论、写作、辩论等任务，实现语言应用和思维深化；最后以总结和反思作业，完成知识的系统化整合。编排既注重文本解读的深度，又兼顾语言应用的实用性，还强化了文化传承与思维训练的融合，让学习更具综合性。 学情分析 1. What I know 词汇方面：学生已积累与 “职业、品质、文化” 相关的基础词汇（如 craftsmanship、patience、repair、culture、skill 等），掌握单元核心词汇的基本用法，能够理解人物传记类和说明文类文本的基础词汇。 语法方面：已熟练掌握定语从句、非谓语动词等语法知识，能够运用复合句进行人物描述和逻辑论证，具备说明文写作和辩论表达的语法基础。 背景知识方面：高二学生通过影视、书籍、旅游等渠道，对故宫有初步了解，知晓部分传统文化遗产，对 “工匠精神” 有模糊认知，但缺乏系统的文本分析和说明文写作经验，对工匠精神的深层内涵理解不够透彻。 2. What I want to know 掌握人物类说明文的写作结构（人物介绍 — 品质提炼 — 事例支撑 — 总结升华），能够清晰、准确地撰写体现工匠精神的短文。 深化对 “工匠精神” 的理解，明确其核心内涵（专注、耐心、传承、创新），并能结合文本和现实生活表达见解。 提升思辨能力和口头表达能力，能够在辩论中清晰阐述观点、合理反驳对方。 积累与 “工匠精神、文化传承” 相关的高频词汇、短语和句式，提升语言表达的丰富度和准确性。 3. What I learned 主题内容方面：通过王津修复钟表、雷氏家族传承建筑技艺的故事，理解工匠精神的核心内涵，树立 “专注做事、精益求精、传承创新” 的职业态度和人生价值观，增强文化自信。 语言知识方面：熟练掌握人物类说明文的写作方法和辩论技巧，积累相关核心词汇、短语和句式，能够运用所学完成文本分析、写作和辩论任务。 教学目标 1.语言能力 掌握与主题相关的核心词汇（如 craftsmanship、patience、devotion、restoration、skillful、innovation 等）和短语（如 date back to、bring back to life、piece together 等），能够在阅读、写作和辩论中准确运用。 理解人物类文本的结构和逻辑，能够梳理核心细节、提炼人物品质；掌握人物类说明文的写作方法，能够撰写结构完整、逻辑清晰、事例具体的短文；能够在辩论中清晰表达观点、合理组织论据。 能够运用所学语言知识，清晰阐述对 “工匠精神”“文化传承” 的看法，提升口头和书面表达能力。 2.学习能力 学会运用 “细节定位、品质提炼、逻辑梳理” 的阅读策略，提升人物类文本的解读效率。 通过模仿范例、梳理提纲、撰写短文、参与辩论等活动，培养自主探究、合作学习和语言应用能力，能够主动修正表达中的逻辑和语言错误。 3.文化意识 了解中国传统工匠精神的核心内涵（专注、耐心、传承、创新），感受故宫文物修复、传统建筑技艺传承等文化遗产的魅力，增强文化自信和文化传承意识。 理解工匠精神在当代社会的价值，树立 “尊重匠人、崇尚匠心” 的文化态度，培养对传统文化的敬畏之心。 4.思维品质 培养逻辑思维能力，能够梳理 “人物经历 — 品质 — 工匠精神” 的逻辑关联，以及说明文 “观点 — 事例 — 总结” 的写作逻辑。 提升批判性思维能力，在辩论中能够多角度分析问题，合理反驳对方观点，形成全面、理性的认知。 教学重难点 教学重点 文本解读：梳理王津及其团队修复钟表的细节，提炼 “专注、耐心、谦逊、传承” 的工匠精神。 语言应用：掌握人物类说明文的写作结构和方法，能够撰写体现工匠精神的短文；参与辩论活动，清晰表达观点、组织论据。 主题深化：理解工匠精神的核心内涵，明确其在当代社会和个人成长中的价值。 教学难点 深层理解：挖掘工匠精神的深层内涵（如传承与创新的平衡），避免表面化认知。 写作逻辑：在说明文中实现 “品质提炼 — 事例支撑 — 主题升华” 的紧密衔接，避免内容空洞、逻辑松散。 辩论思辨：在辩论中准确把握话题核心，合理组织论据，有效反驳对方，做到观点鲜明、逻辑连贯。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. How much do you know about the Forbidden City? A Virtual Tour of the Imperial Palace 2. Watch the video and answer the questions. 1) Who was the Forbidden City built for? 【答案】The Forbidden City was built for emperors, their families and servants in the Ming and Qing dynasties. 2) When did it become home to the Palace Museum? 【答案】It became home to the Palace Museum in 1925. 3) How many works of art are there in the Palace Museum? 【答案】There are around 1.8 million works of art. 4) What do you think makes the Palace Museum unique in the world? 【答案】Its history and works of art. ●以学生熟悉的故宫为切入点，通过视频激活文化背景认知，激发对文物保护和匠人精神的探究兴趣，为后续文本学习铺垫情感和文化基础。 10min Activity 2 Pre-Reading Look at the title and the pictures. Predict what the passage is about. The title shows us that those mentioned in the text are all_______ skilled at the art of ________repairing. Now let’s read the passage and check our prediction！ 【答案】experts； clock ●培养学生的预测能力，让阅读更具针对性；通过标题和图片捕捉关键信息，降低文本解读门槛，自然过渡到精读环节。 5min Activity 3 While-Reading 1.Analyze the structure and genre of the article. Genre Structure Para. 1 Para. 2-4 Para. 5-6 【答案】 Genre Structure Narrative writing Para. 1 Brief introduction of Wang Jin’s work Para. 2-4 Detailed introduction of Wang Jin’s work Para. 5-6 The difficulty and the perseverance 2.Careful-­reading for details. Read the passage and do the following exercises. 1)How did people know the plainly-dressed people are masters of their craft?（Para1） 【答案】It was through a documentary that outsiders knew the restoration masters. 2）What was special about Wang Jin and his students Qi Haonan?（Para.2） 【答案】They used to be the only two timepiece restorers in the Palace Museum. 3）Why is it painstaking for Wang Jin and his students to repair the collection of timepieces in the Palace Museum?(Para. 3) 【答案】Because repairing such a large and important collection of timepieces involves complex work, unique methods of restoration and sourcing difficult-to-find materials, which take a lot of time, care and attention to detail. 4)What has been done to the clocks that date back to the time of Emperor Oianlong?(Para. 4) 【答案】Wang Jin has spent eight months adjusting the gigantic clock, which is about to be wound up and brought back to life. 5)Why is Wang Jin optimistic about the future of the timepieces in the Palace Museum?（Para.5） 【答案】Because he has passed on his skills to a new generation of artisans, who will not only help preserve traditional skills but also bring innovation to the art of clock repairing so that it stands the test of time. 6)What qualities do Wang Jin and his colleagues display in their work?（Para.6） 【答案】They display qualities of skill, patience, modesty and devotion in their work. ●①结构和体裁分析帮助学生把握文本特征，提升文本解读的系统性； ②细节问题引导学生深入文本，梳理核心信息，提炼人物品质，突破 “工匠精神理解” 的重点； ③整个环节层层递进，培养学生的细节定位和逻辑梳理能力。 25min Activity4 Post-Reading Work in groups. time waits for no man 岁不我与; 时间不等人 完整谚语：Time and tide wait for no man. In today’s fast-paced world, Wang Jin’s dedication reminds us of the value of patience and craftsmanship. How can we apply this spirit to our own studies and lives? ●将文本主题与学生现实生活关联，深化对工匠精神的理解，实现主题升华；培养小组合作能力和口头表达能力，让学习更具实用性。 10min Activity 5 Writing 1.Now let’s read an expository essay about the Lei family and answer some questions. (1) What is the passage about? 【答案】The passage is about the Lei family, who for seven generations were behind the marvels of imperial architecture. (2)What qualities of the Lei family are mentioned?What examples can you find? 【答案】The qualities mentioned are those of skill, innovation, diligence and humility. This is evident in their buildings surviving for hundreds of years, in their use of a pioneering grid system to plan their projects, in each generation’s conscientious learning of their craft and undertaking ambitious projects, and in their works being more associated with the imperial court than with them. (3) What is the conclusion of the passage? 【答案】Although the names of those who created these remarkable works may not be known by future generations, their spirit of craftsmanship is everlasting. 2.Patterns of exposition are as follows: Exemplification （举例） Process analysis （过程分析） Cause-effect analysis （因果分析） Comparison and contrast （对比与类比） Classification and division （分类与划分） Definition （下定义） 3.Choose one person who demonstrates the spirit of craftsmanship and complete the notes. 4.Writing about an expository essay. Writing an expository essay Person Qualities Examples … began with Zhang Mingshan, who became known for his ability to breathe life and beauty into these painted … The vividly colored, finely shaped figurines of … have been seeing a surge in popularity as an authentic and valuable traditional craft; So vivid and lifelike were they that … He often visited markets where he observed people …, and went to theatres to observe …; …, he used tonnes of clay to mould what he saw, and sometimes added decorative items or new features to … ●以雷氏家族为例，提供写作范例，降低写作难度；通过提纲梳理和写作实践，让学生掌握人物类说明文的写作结构和方法，突破 “写作应用” 的重点。 15min 应用实践 Activity 6 Presenting ideas 1.Work in groups and take sides.. 2.Prepare for a debate. Consider the following: the roles and responsibilities for each member of your group your arguments, opening and summary the opposing arguments you might face and how you can respond to them useful words, expressions and structures Team up with a group with the opposite point of view and hold a debate. ●通过辩论活动，深化对工匠精神相关话题的思辨性理解，提升口头表达能力和逻辑思维能力；培养团队协作能力，突破 “思辨表达” 的难点。 10min Activity 7 Summary If it hadn’t been for a three-episode documentary, outsiders would never have known that Wang Jin,1. ______clock restoration master, who has spent his life 2.________(restore) precious antiques. Although now he is often stopped by admirers wanting their photo 3._______(take) with him, Wang Jin still regards 4._______(him) as an ordinary worker in the Palace Museum. Today, the Palace Museum has one of the most significant 5.__________(collect) of timepieces in the world, 6._______(main) originating from Europe and China. Through their painstaking efforts, Mr Wang and his students do more than repair the clocks—they bring them back 7.____ life. Wang Jin thinks the sound of the repaired and polished clocks is the 8._____________(beautiful) music in the world. After eight months of endless adjustments, the gigantic clocks 9._____ date back to the time of Emperor Qianlong come back to life. Mr Wang and his colleagues sedately piece together the past with 10.______(skill) hands and modest hearts. It is as if they have become one with their craft and with the history of the country. 【答案】a；restoring；taken；himself；collections；mainly；to；most beautiful；that；skillful ●系统梳理文本核心内容，巩固对工匠精神的理解，实现知识的系统化整合；通过填空形式强化词汇和语法应用，夯实语言基础。 3min Activity 6 Assessment 1. List the opposing arguments you have faced and perfect the arguments to respond. 2. Write a reflection after completing this unit. Consider the following: 1) What is your understanding of the spirit of craftsmanship? 2) What text types have you learnt about? What are their features? 3) What words, expressions and structures have you learnt? 4) What improvement have you made in understanding different cultures? 5) What improvement have you made in using learning strategies and exploring effective ways of learning? 6) What improvement have you made in analysing and solving problems? ●通过辩论复盘和单元反思，让学生清晰了解自身学习效果，明确优势与不足；培养反思意识和自主学习能力，为后续提升提供方向。 5min 迁移创新 作业内容 作业设计意图 2min 本节课作业为写作，衔接课堂内容。 1.观察身边一位 “匠人”（如社区维修师傅、食堂厨师、手工艺从业者、认真备课的老师等），记录他 / 她的 1 个工作细节（如反复调试工具、耐心打磨食材、逐字修改教案）； 用 60 词左右写一段文字，结合该细节分析其体现的 2 个工匠精神品质（参考词汇：patience, precision, devotion, perseverance）。 【答案】My community repairman always checks electrical appliances twice before returning them. He uses a small flashlight to examine every wire carefully. This detail shows his precision in work and devotion to his job—he never rushes to finish tasks but ensures safety and quality. 2.阅读以下材料，写一篇 80 词左右的短评，阐述 “现代社会中，工匠精神是否需要创新”，要求结合材料并给出 1 个具体理由。 【材料】故宫文物医院的年轻修复师，既传承了传统修复技艺，又运用 3D 扫描、数码建模等技术还原文物细节，让千年文物以新方式被大众了解。 【答案】Modern craftsmanship certainly needs innovation. As the young restorers show, traditional skills combined with technology not only improves repair efficiency but also makes cultural heritage more accessible. Innovation doesn’t replace patience or precision; instead, it helps craftsmanship adapt to the digital age, allowing more people to appreciate the value of careful work. This integration makes craftsmanship more vibrant and lasting. ●衔接课堂写作任务，实现知识的迁移巩固；通过完善作文，强化说明文写作技巧，深化对工匠精神的表达，提升书面表达能力。 板书设计 选择性必修三Unit 2 A life’s work Developing ideas & Presenting ideas 教学反思 优点： 1. 主题贯穿始终，各环节衔接紧密，形成“输入—内化—输出”的完整教学链条，贴合读写课型特点；2. 活动设计多元，涵盖视频、讨论、写作、辩论等，兼顾不同学习风格学生，有效调动课堂积极性；3. 注重素养落地，将语言学习与工匠精神价值引领深度融合，实现四维目标协同发展；4. 学情适配性强，任务设计由浅入深，能兼顾基础薄弱与能力较强学生的学习需求。 缺点： 1. 读中细节题讲解时间略显紧张，部分基础薄弱学生对复杂长句的解读仍有困难，未能充分答疑；2. 辩论环节时间把控不足，部分小组展示不充分，对学生反驳思路的指导不够细致 改进： 1.精简读中问题数量，预留5分钟答疑时间，针对复杂句式设计分层解析任务；2. 提前培训辩论小组核心成员，明确时间分配，设计辩论评价量表，强化过程指导 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $