Unit 2 A life's Work-Using language 教案-2025-2026学年高中英语外研版选择性必修第三册

Unit 2 A life's Work-Using language 内容导航 This section focuses on applying key vocabulary, predicative clauses and functional expressions related to "a life's work". It includes listening, speaking, reading and writing activities, guiding students to describe people’s lifelong pursuits and understand the spirit of craftsmanship through practical language use. 教学目标和重难点 1. 教学目标 Language Ability: Master words like devotion and craftsmanship, and use predicative clauses to express views. Cultural Awareness: Understand the connotation of craftsmanship at home and abroad, and enhance cultural confidence. Thinking Quality: Analyze characters’ spirits and develop critical thinking through comparison and discussion. Learning Ability: Improve autonomous and cooperative learning skills by using listening, speaking, reading and writing strategies to master language knowledge in practice. 2. 教学重难点 Key Points: Master core vocabulary and phrases related to life’s work and craftsmanship; understand the structure and usage of predicative clauses; use appropriate language to describe characters’ experiences and spirits. Difficult Points: Flexibly use predicative clauses in speaking and writing; accurately grasp the implied meaning of listening materials; deeply understand the spiritual connotation of "a life's work" and express personal views logically. 教学过程 Step 1: Lead-in (Lead-in and Activation) Activity 1: Warm-up Discussion The teacher starts the class by showing pictures of three figures: Bill Cunningham (a street photographer), Wang Jin (a palace clock restorer) and Jane Goodall (a biologist). Then the teacher asks the following questions and guides students to discuss in pairs: “What do you know about these people? What do they have in common? What does ‘a life's work’ mean to you?” After 5 minutes of pair discussion, invite 2-3 groups to share their opinions. Design Intention: The pictures of familiar figures in the unit can quickly activate students’ prior knowledge and arouse their interest in the topic. Pair discussion provides students with opportunities to express their initial understanding of "a life's work", lays a foundation for the subsequent learning of listening, speaking, reading and writing, and also cultivates their cooperative learning ability and oral expression ability. Activity 2: Vocabulary Preview The teacher presents the core vocabulary and phrases of this section on the screen, including trial, craftsmanship, atomic, acclaim, shun, by trial and error, be crucial to, contribute to, devote oneself to, seek no fame. Then the teacher explains the pronunciation and meaning of each word and phrase, and gives example sentences combined with the unit theme, such as “His devotion to craftsmanship is what makes him successful.” “Many craftsmen improve their skills by trial and error.” After that, let students make simple sentences with these words and phrases in pairs to ensure they have a preliminary grasp of the vocabulary. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before formal learning helps students reduce difficulties in listening and reading. Example sentences closely related to the unit theme can help students understand the usage of words in context, and sentence-making practice enables students to apply vocabulary initially, laying a solid foundation for the subsequent language application. Step 2: Listening Practice (Listening Comprehension and Language Input) Activity 1: Pre-listening Prediction The teacher tells students that they will listen to a radio programme about traditional crafts. First, ask students to look at the questions in the textbook: “What is the purpose of the radio programme?” and the table about traditional crafts and the reasons for their dying out. Guide students to predict the content of the listening material based on the vocabulary they have just learned and their own knowledge of traditional crafts. For example, students may predict that the radio programme aims to call on people to protect traditional crafts, and the reasons for the decline of traditional crafts may include the impact of modern technology and the lack of inheritors. Design Intention: Pre-listening prediction is an important listening strategy. It can help students establish a connection between prior knowledge and the listening content, improve their listening efficiency, and cultivate their ability to infer and predict information. At the same time, it can arouse students’ attention to the listening task and lay a foundation for accurate listening. Activity 2: While-listening (First Listening) Play the listening material for the first time, and ask students to focus on the main idea and complete the first task: choose the purpose of the radio programme. After listening, invite students to answer and explain their reasons. The teacher confirms the correct answer (To raise the audience’s awareness of preserving traditional crafts) and briefly summarizes the main content of the listening material: the radio programme introduces some traditional crafts and the problems they are facing, calling on people to protect them. Design Intention: The first listening focuses on the main idea, which helps students grasp the overall content of the listening material and avoid being distracted by details. Asking students to explain their reasons can test their understanding of the main idea and cultivate their ability to express their views clearly. Activity 3: While-listening (Second Listening) Play the listening material for the second time, and ask students to complete the table in the textbook, which includes traditional crafts and the reasons for their dying out. During the listening process, the teacher can pause appropriately at key points to help students catch important information. After listening, organize students to check their answers in groups, and then the teacher explains the key information points and difficult sentences in the listening material, such as “The cost involved for craftworkers is high.” and “Young people are not willing to learn traditional crafts.” Design Intention: The second listening focuses on details, which can help students extract specific information from the listening material and improve their ability to capture key details. Group check can help students find their own mistakes and learn from each other. Explaining difficult sentences and key information can help students overcome listening obstacles and deepen their understanding of the listening content. Activity 4: Post-listening Retelling Ask students to retell the main content of the listening material in pairs, using the key vocabulary and phrases they have learned, such as traditional crafts, dying out, cost, inheritors, protect. The teacher walks around the classroom to guide students, corrects their mistakes in pronunciation and grammar, and provides help for students who have difficulties in retelling. After 3 minutes, invite 1-2 students to retell in front of the class, and the teacher gives comments and encouragement. Design Intention: Retelling is an effective way to test students’ listening comprehension and oral expression ability. It can help students consolidate the key information and vocabulary in the listening material, and improve their ability to organize language and express ideas logically. The teacher’s guidance and comments can help students find their own shortcomings and improve their oral expression level. Step 3: Speaking Practice (Oral Expression and Language Application) Activity 1: Topic Discussion The teacher puts forward the topic: “How to keep traditional crafts from dying out?” Guide students to discuss this topic in groups of 4. Before the discussion, the teacher provides some tips and useful expressions, such as “We can encourage more young people to learn traditional crafts.” “We can apply modern technology to traditional crafts.” “We can promote traditional crafts through the Internet.” During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to use the key vocabulary and predicative clauses learned, and helps students solve the problems encountered in the discussion. Design Intention: Group discussion can provide students with more opportunities to speak, cultivate their cooperative learning ability and oral expression ability. The tips and useful expressions provided by the teacher can help students express their views more smoothly, and guide students to apply the learned language knowledge to practical communication, realizing the combination of language input and output. Activity 2: Group Presentation Each group selects a representative to present the group’s views to the whole class. The presentation time of each group is about 2 minutes. After each group’s presentation, other students can ask questions or put forward supplementary opinions. The teacher makes comments on each group’s presentation, focusing on evaluating students’ oral expression, the rationality of their views and the use of language knowledge, and gives positive encouragement and guidance. For example, if a student uses a predicative clause correctly, the teacher can praise him: “You used the predicative clause ‘What we can do is to promote traditional crafts’ correctly. Well done!” Design Intention: Group presentation can enhance students’ confidence in speaking English, and also help students learn from each other. Asking questions and supplementing opinions can stimulate students’ thinking and make the discussion more in-depth. The teacher’s comments can help students understand their own advantages and disadvantages, and further improve their oral expression ability and logical thinking ability. Activity 3: Language Focus - Predicative Clauses The teacher presents some sentences from the listening and speaking activities, such as “This is what makes traditional crafts special.” “The problem is that young people are not willing to learn traditional crafts.” Then the teacher explains the definition, structure and usage of predicative clauses: A predicative clause is a clause that serves as the predicative in a compound sentence, usually following a linking verb (such as be, look, seem, sound). The common conjunctions of predicative clauses include that, what, where, why, how, whether, as if, etc. The teacher focuses on explaining the usage of what and where in predicative clauses: “What” is used when the predicative clause lacks a subject, object or predicative, and it means “the thing that”; “Where” is used when the predicative clause lacks an adverbial of place, and it means “the place where”. Then the teacher gives more example sentences, such as “His dream is what he has been pursuing all his life.” “That is where he learned traditional crafts.” After the explanation, let students practice making sentences with what, where, why and how in pairs. The teacher checks the students’ practice results and corrects their mistakes. Design Intention: Combining the listening and speaking activities to explain predicative clauses can make students understand the usage of grammar in context, avoiding the boredom of pure grammar explanation. Example sentences closely related to the unit theme can help students master grammar knowledge better. Sentence-making practice enables students to apply grammar knowledge initially, improving their ability to use grammar correctly. Step 4: Reading Practice (Reading Comprehension and Language Input) Activity 1: Pre-reading Introduction The teacher introduces the reading material to students: It is a passage about Jane Goodall, a famous biologist, who has devoted her life to the research of chimpanzees and environmental protection. Then the teacher asks students: “What do you know about Jane Goodall? What do you think her life’s work is?” Invite students to share their views, and then lead students to read the passage. Design Intention: Introducing the background of the reading material can help students understand the content of the passage better. Asking questions can arouse students’ interest in reading and lay a foundation for the subsequent reading comprehension. Activity 2: Fast Reading Ask students to read the passage quickly and answer the following questions: 1. What is Jane Goodall’s life’s work? 2. What contributions has she made to chimpanzee research and environmental protection? After reading, invite students to answer the questions, and the teacher confirms the correct answers. Then the teacher briefly summarizes the main content of the passage: Jane Goodall has devoted her life to studying chimpanzees, revealing their living habits and social behaviors, and calling on people to protect the environment and animals. Design Intention: Fast reading can help students grasp the main content of the passage quickly, improve their reading speed and ability to extract key information. The questions designed are closely related to the theme of “a life's work”, which can help students deepen their understanding of the theme. Activity 3: Careful Reading Ask students to read the passage carefully and complete the following tasks: 1. Underline the key sentences that describe Jane Goodall’s spirit and contributions. 2. Answer the detailed questions in the textbook, such as “What difficulties did Jane Goodall encounter in her research?” “What is the significance of her research?” 3. Analyze the predicative clauses in the passage and explain their usage. During the reading process, the teacher walks around the classroom to help students solve the problems encountered in reading, such as new words, difficult sentences and grammar points. After reading, organize students to check their answers in groups, and then the teacher explains the key points and difficult points in the passage, such as the usage of key words and phrases (make a difference, contribute to), difficult sentences (“Her work has not only changed the way we think about chimpanzees, but also made us realize the importance of protecting wildlife.”) and the predicative clauses in the passage. Design Intention: Careful reading can help students understand the details of the passage, grasp the key information and deepen their understanding of the theme. Underlining key sentences and analyzing predicative clauses can help students consolidate the key vocabulary and grammar knowledge learned, and improve their ability to analyze and understand the passage. Group check and teacher’s explanation can help students solve their doubts and improve their reading comprehension ability. Activity 4: Post-reading Discussion Ask students to discuss the following question in pairs: “What can we learn from Jane Goodall’s life’s work? How can we apply her spirit to our own study and life?” After 5 minutes of discussion, invite 3-4 students to share their opinions. The teacher makes comments and guidance, emphasizing the spirit of devotion, perseverance and responsibility reflected in Jane Goodall’s life’s work, and guiding students to establish a correct outlook on life and values. Design Intention: Post-reading discussion can help students deeply understand the spiritual connotation of the passage, connect the content of the passage with their own life, and realize the migration and application of knowledge. It can also cultivate students’ critical thinking ability and ability to express their views, and achieve the goal of moral education in English teaching. Step 5: Writing Practice (Writing Expression and Language Output) Activity 1: Writing Guidance The teacher tells students that they will write a short passage about a person who has devoted his life to a certain cause (such as a craftsman, a scientist, an educator). First, the teacher guides students to sort out the writing framework: 1. Introduction: Briefly introduce the person (name, occupation). 2. Main body: Describe his/her life’s work, the difficulties he/she encountered and the contributions he/she made. 3. Conclusion: Express your own feelings and insights. Then the teacher provides some useful vocabulary, phrases and sentence patterns for writing, such as devotion, perseverance, make great contributions to, overcome difficulties, What makes him/her great is that..., His/Her life’s work is to..., It is his/her perseverance that helps him/her achieve success. The teacher also gives a short sample passage to help students understand the writing requirements and skills. Design Intention: Writing guidance can help students clarify the writing framework and requirements, avoid confusion in writing. Providing useful vocabulary, phrases and sentence patterns can help students express their ideas more smoothly, and the sample passage can give students a clear reference, improving their writing ability. Activity 2: Independent Writing Ask students to write a short passage of about 120 words according to the writing guidance. During the writing process, the teacher walks around the classroom to help students solve the problems encountered in writing, such as how to organize language, how to use predicative clauses correctly, and how to improve the logicality of the passage. The teacher also corrects the mistakes in students’ writing in time and gives guidance on writing skills. Design Intention: Independent writing is an important way to test students’ comprehensive language ability. It can help students consolidate the key vocabulary, grammar and sentence patterns learned, and improve their ability to organize language and express ideas logically. The teacher’s guidance and help can help students solve their writing difficulties and improve their writing level. Activity 3: Writing Evaluation and Revision After students finish writing, organize students to exchange their passages in pairs and evaluate each other according to the following standards: 1. Is the content complete and in line with the theme? 2. Is the language correct and fluent? 3. Are the key vocabulary and predicative clauses used correctly? 4. Is the structure clear and logical? Students put forward revision suggestions to each other, and then revise their own passages according to the suggestions. The teacher collects some typical passages (including excellent passages and passages with common mistakes), comments on them in front of the class, praises the advantages of excellent passages, and points out the common mistakes and revision methods. Finally, ask students to revise their passages again and hand them in. Design Intention: Peer evaluation can help students learn from each other, find their own mistakes and improve their writing ability. Teacher’s evaluation can help students understand the common mistakes in writing and master the revision methods, which is conducive to improving the overall writing level of students. Revision practice can help students deepen their understanding of writing skills and improve the quality of their passages. Step 6: Summary and Consolidation Activity 1: Class Summary The teacher invites students to summarize what they have learned in this class, including key vocabulary, phrases, predicative clauses, listening, speaking, reading and writing skills, and the understanding of “a life's work” and the spirit of craftsmanship. Then the teacher makes a supplementary summary, emphasizing the key points and difficulties of this class, and reviewing the learning goals of this class to ensure that students have mastered the key content. Design Intention: Letting students summarize the class content can help them sort out the knowledge they have learned, deepen their understanding and memory of the knowledge. The teacher’s supplementary summary can help students clarify the key points and difficulties, and ensure the effectiveness of the class. Activity 2: Homework Arrangement Assign the following homework: 1. Recite the core vocabulary and phrases of this section, and make 5 sentences with predicative clauses. 2. Listen to the listening material again and write a short summary of it (about 80 words). 3. Revise the writing passage and hand it in the next class. 4. Find a story about a person with “a life's work” and share it in the next class. Design Intention: Homework is an important part of consolidating classroom knowledge. Reciting vocabulary and making sentences can help students consolidate the key vocabulary and grammar knowledge learned. Listening summary can help students review the listening content and improve their listening and writing ability. Revising the writing passage can help students further improve their writing level. Finding and sharing stories can arouse students’ interest in the theme and deepen their understanding of “a life's work”. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $