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

该高中英语教案围绕“毕生事业”主题，聚焦故宫钟表修复师王津与“样式雷”家族的故事，核心知识点包括pursue、contribute等词汇及定语从句。课堂导入通过小组讨论“毕生事业”内涵，结合《我在故宫修文物》视频片段与古钟表、建筑模型图片，激活学生经验，搭建文本理解支架。 资料特色在于融合文化意识与思维品质培养，通过跨文本分析王津与“样式雷”的工匠精神，设计“专注一生vs多领域探索”辩论活动，结合读写任务提升语言能力。视频与图片增强直观体验，多样化活动助力学生深化主题理解，为教师提供结构化教学流程与核心素养融合范例。

Unit 2 A life's Work-Developing ideas 内容导航 This part mainly includes a narrative about Wang Jin, a clock restorer at the Palace Museum, and an expository essay about the "Yangshi Lei" family, focusing on the spirit of craftsmanship and the value of devoting one's life to a career. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and phrases like pursue, contribute and make a difference, and understand complex sentences and attributive clauses. Cultural Awareness: Understand Chinese craftsmanship embodied by clock restorers and the "Yangshi Lei" family, and enhance cultural confidence. Thinking Quality: Develop logical and critical thinking by analyzing the characters' spirits and discussing career choices. Learning Ability: Improve reading and writing skills through reading-based activities and independent exploration. 2. 教学重难点 Key Points: Understand the main content and theme of the two passages, master the usage of core vocabulary, phrases and attributive clauses. Grasp the writing features of narratives and expository essays. Difficult Points: Comprehend the deep meaning of "a life's work" and fulfillment, analyze complex sentence structures. Distinguish the differences between "exploring multiple fields" and "focusing on one thing for a lifetime" and express personal views. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion The teacher asks students the following questions and guides them to have a free discussion in groups of 4: "What do you think a 'life's work' is? Can you think of any people who devote their whole lives to one career? What qualities do they need to have?" After the group discussion, invite 2-3 groups to share their opinions with the whole class. The teacher makes simple comments and guides students to focus on the key words "persistence", "dedication" and "craftsmanship". Activity 2: Video and Picture Presentation The teacher plays a short video clip from the documentary "Masters in the Forbidden City" about Wang Jin repairing ancient clocks, and shows some pictures of ancient clocks in the Palace Museum and the "Yangshi Lei" architectural models. Then ask: "What can you see in the video and pictures? What do you think the people in the video do? What difficulties do you think they may encounter in their work?" Design Intention: The warm-up discussion activates students' prior knowledge and life experience, enabling them to initially understand the connotation of "a life's work" and arouse their interest in the topic. The video and pictures provide intuitive audio-visual materials, which not only help students understand the background of the text but also lay a foundation for the subsequent reading and analysis. At the same time, it guides students to pay attention to the spirit of dedication and craftsmanship reflected in the characters' work, echoing the theme of the unit. Step 2: Pre-reading (Pre-reading Preparation) Activity 1: Vocabulary Preview The teacher presents the core vocabulary and phrases of this lesson on the blackboard or PPT, including pursue, contribute, champion, make a difference, set an example, painstaking, obstacle, fulfillment, etc. For each word and phrase, the teacher gives simple English explanations and example sentences related to the text, and guides students to read them aloud to be familiar with the pronunciation and usage. For example, "pursue" is explained as "to try to achieve or obtain something over a period of time", and the example sentence is "Wang Jin pursues the perfection of clock restoration all his life." Then, ask students to match the words with their definitions in pairs to check their understanding. Activity 2: Text Prediction Guide students to look at the title "Masters of Time" of the first passage, the pictures in the text and the first sentence of each paragraph. Ask them to predict: "What is the main content of this passage? Who are the 'Masters of Time'? What do they do?" Then, let students share their predictions, and the teacher writes down the key points of the predictions on the blackboard, which will be verified in the subsequent reading process. Design Intention: Vocabulary preview helps students remove language obstacles in reading, laying a solid foundation for smooth reading. The text prediction activity guides students to use the title, pictures and other clues to predict the text content, which not only cultivates students' reading strategy of predicting but also improves their interest and initiative in reading. It also enables students to have a preliminary framework of the text in their minds, which is conducive to the subsequent in-depth understanding of the text. Step 3: While-reading (In-depth Reading and Analysis) Activity 1: Fast Reading (Skimming) Ask students to read the first passage (the narrative about Wang Jin) quickly, and complete two tasks: 1. Check their previous predictions and correct them if necessary. 2. Summarize the main idea of the passage in one sentence. After reading, invite students to share their summaries, and the teacher helps them sort out and form a standard main idea: This passage mainly tells the story of Wang Jin, a clock restorer at the Palace Museum, who devotes his whole life to restoring ancient clocks and interprets the spirit of craftsmanship with his persistence and dedication. Then, guide students to read the second passage (the expository essay about the "Yangshi Lei" family) quickly, and ask them to answer the following questions: 1. Who are the "Yangshi Lei" family? 2. What did they do? 3. What spirit do they embody? Design Intention: Fast reading training helps students improve their reading speed and the ability to grasp the main idea of the text quickly. By checking the predictions, students can deepen their understanding of the text and enhance their sense of accomplishment in reading. For the expository essay, setting simple questions helps students quickly obtain key information and understand the core content of the passage, laying a foundation for in-depth analysis. Activity 2: Careful Reading (Scanning) First, focus on the first passage (narrative about Wang Jin). Divide the passage into 3 parts according to the paragraphs, and guide students to read carefully and complete the following tasks in groups: Part 1 (Paragraph 1): 1. Who is Wang Jin? Where does he work? 2. What is his job? 3. What is the situation of the timepieces in the Palace Museum? Part 2 (Paragraphs 2-3): 1. Why is it painstaking for Wang Jin and his students to repair the timepieces? 2. What difficulties do they encounter in the restoration process? 3. What did they do to the clocks dating back to the time of Emperor Qianlong? Part 3 (Paragraph 4): 1. Why is Wang Jin optimistic about the future of the timepieces? 2. What qualities does Wang Jin display in his work? 3. What is the significance of his work? After the group discussion, the teacher invites each group to be responsible for one part to share their answers, and makes detailed comments and supplements. For key sentences, such as "Having overcome numerous obstacles, she has managed to achieve what many thought was impossible." (adapted to Wang Jin's experience), the teacher guides students to analyze the sentence structure (participial phrase as adverbial, object clause), and explains the meaning of the sentence, helping students understand the complex sentence structure in the text. Then, focus on the second passage (expository essay about the "Yangshi Lei" family). Guide students to read carefully and analyze the following points: 1. The structure of the expository essay: Ask students to find the topic sentence of each paragraph and summarize the main content of each paragraph, so as to help them understand the logical structure of the expository essay (introduction - main body - conclusion). 2. The key information of the "Yangshi Lei" family: Guide students to sort out the time, events and achievements of the "Yangshi Lei" family, and fill in a simple information form (the form is presented on the PPT, including the time period, main work, and spiritual embodiment). 3. The language features of the expository essay: Let students find the words and sentences used to explain and describe in the passage, and analyze the characteristics of the expository essay (objective, accurate, logical). Design Intention: Careful reading is the key link to in-depth understanding of the text. By dividing the text into parts and setting targeted questions, students can systematically grasp the key information of the text and understand the characters' experiences and spirits. Analyzing complex sentence structures helps students break through the language difficulties in the text and improve their ability to understand complex sentences. For the expository essay, analyzing the structure and language features helps students master the writing characteristics of expository essays, laying a foundation for the subsequent writing task. Group cooperation can also cultivate students' cooperative learning ability and communication ability. Activity 3: Text Analysis and Discussion The teacher guides students to discuss the following questions in groups, combining the two passages: 1. What do Wang Jin and the "Yangshi Lei" family have in common? What differences do they have? 2. What is the "craftsmanship" embodied in their work? How do they reflect this spirit? 3. What do you think is the value of devoting one's life to a single career? Do you agree that "a life's work" is the best way to realize personal value? During the discussion, the teacher walks around the classroom to guide students, helps them sort out their ideas, and encourages them to express their views bravely. After the discussion, invite several students to share their views, and the teacher makes a summary, emphasizing that both Wang Jin and the "Yangshi Lei" family embody the spirit of dedication, persistence, and pursuit of perfection, which is the core of craftsmanship. At the same time, guide students to realize that everyone can choose their own way of life and career, and what is important is to have a sincere attitude and persistent pursuit. Design Intention: This activity guides students to conduct in-depth thinking on the theme of the text, not only deepening their understanding of the characters and the spirit of craftsmanship but also cultivating their logical thinking and critical thinking ability. By discussing the value of "a life's work", students can combine the text with their own life experience, form their own views on career and life, and realize the infiltration of moral education. At the same time, it also improves students' oral expression ability and the ability to analyze and solve problems. Step 4: Language Focus (Language Consolidation and Application) Activity 1: Vocabulary and Phrase Application The teacher reviews the core vocabulary and phrases of this lesson, and designs the following exercises to help students consolidate their usage: 1. Fill in the blanks with the correct form of the given words: pursue, contribute, painstaking, obstacle, fulfillment ① Wang Jin has been ________ the cause of clock restoration for more than 40 years. ② The "Yangshi Lei" family ________ a lot to the construction of ancient Chinese palaces. ③ The restoration of ancient clocks is a ________ work that requires great patience and care. ④ We should have the courage to overcome all ________ in our life and work. ⑤ Helping others can bring a sense of ________ to us. 2. Translate the following sentences into English using the given phrases: make a difference, set an example, devote...to... ① 每个人都可以为社会的发展做出贡献。(make a difference) ② 他用自己的行动为我们树立了榜样。(set an example) ③ 她把自己的一生都献给了教育事业。(devote...to...) After students finish the exercises, the teacher checks the answers, explains the common mistakes, and guides students to master the correct usage of vocabulary and phrases. At the same time, encourage students to make their own sentences with these words and phrases, and share them in class. Activity 2: Grammar Focus - Attributive Clauses The teacher takes out the key sentences with attributive clauses in the text, such as "This is the work that has given meaning to her life." (adapted to the text), "The clocks which date back to the time of Emperor Qianlong are about to be wound up and brought back to life." Guide students to analyze the structure of these sentences: the antecedent, the relative pronoun (that, which), and the function of the attributive clause in the sentence. Then, the teacher explains the usage of relative pronouns that and which in attributive clauses: 1. Both that and which can refer to things, and can be used as subjects or objects in the attributive clause. 2. That cannot be used in non-restrictive attributive clauses, while which can. 3. That can be omitted when it is used as the object of the attributive clause, while which can also be omitted in restrictive attributive clauses. Design some exercises to help students consolidate: 1. Choose the correct relative pronoun (that/which) to fill in the blanks: ① The book ________ I borrowed from the library is very interesting. ② The building ________ stands on the top of the hill is a famous museum. ③ He told me a story ________ moved me deeply. 2. Combine the two sentences into one using an attributive clause: ① Wang Jin repairs ancient clocks. These clocks are very precious. ② The "Yangshi Lei" family designed many palaces. These palaces are now important cultural relics. After the exercises, the teacher checks and explains, and answers the questions raised by students, helping them master the usage of attributive clauses flexibly. Design Intention: This link focuses on the consolidation and application of language knowledge. Through various forms of exercises, students can master the usage of core vocabulary, phrases and grammar points, and improve their language application ability. Combining the text to explain grammar points makes the grammar teaching more contextual and practical, avoiding mechanical memory, which is in line with the concept of "learning language in context". At the same time, it also lays a foundation for the subsequent writing task. Step 5: Post-reading (Extension and Application) Activity 1: Reading-based Writing The teacher guides students to review the expository essay about the "Yangshi Lei" family, and summarizes the writing methods of expository essays: 1. Clear theme and logical structure (introduction - main body - conclusion). 2. Accurate and objective language. 3. Use specific examples and details to support the theme. Then, assign a writing task: Write an expository essay of about 150 words about a person who devotes his life to a career (it can be a person in the text, a celebrity you know, or an ordinary person around you). The requirements are: 1. Introduce the person's identity and career. 2. Describe his/her main experiences and achievements. 3. Explain the spirit embodied by him/her. Before writing, the teacher guides students to make an outline: 1. Introduction: Who is the person and what is his/her career? 2. Main body: What did he/she do? What difficulties did he/she encounter? What achievements did he/she make? 3. Conclusion: What spirit does he/she embody? What can we learn from him/her? Students write independently, and the teacher walks around to guide them, helping them solve the problems encountered in writing, such as the use of vocabulary and sentences, and the logical structure of the essay. After writing, invite several students to hand in their compositions, read them aloud in class, and the teacher makes comments and revisions, focusing on the content, structure, language and other aspects. Activity 2: Debate Divide students into two groups, and hold a debate on the topic: "Should people focus on one career for a lifetime or explore multiple fields?" Group 1 holds the view that "people should focus on one career for a lifetime", and Group 2 holds the view that "people should explore multiple fields". Before the debate, give students 10 minutes to prepare. They can combine the text content, their own life experience and other materials to organize their arguments and supporting examples. During the debate, each group has 3 minutes to state their views, 5 minutes to refute each other, and 2 minutes to make a summary. The teacher acts as the host and judge, guiding the debate to be carried out in an orderly manner, and making comments after the debate, emphasizing that both views have their own rationality, and the key is to combine their own interests, abilities and goals to make a choice. Activity 3: Sharing and Reflection Ask students to think about the following questions and share their thoughts with the class: 1. What have you learned from this lesson? 2. What do you think of the spirit of craftsmanship? 3. What kind of career do you want to pursue in the future? How will you achieve your career goals? After students share, the teacher makes a summary of the whole lesson: This lesson mainly learns about the stories of Wang Jin and the "Yangshi Lei" family, understands the spirit of craftsmanship embodied by them, masters the core vocabulary, phrases and attributive clauses, and improves the reading and writing ability. At the same time, it also makes us think about the meaning of career and life. We should learn from their dedication and persistence, and pursue our own dreams with a sincere attitude. Design Intention: The reading-based writing task connects reading and writing, enabling students to apply the writing methods learned from the text to practical writing, improving their writing ability. The debate activity not only improves students' oral expression ability and logical thinking ability but also enables them to have a more comprehensive understanding of career choices, cultivating their critical thinking ability. The sharing and reflection activity helps students sort out the knowledge and experience learned in this lesson, internalize the theme of the lesson, and realize the integration of knowledge learning and value shaping. It also guides students to combine the text with their own life plans, making the teaching more practical and meaningful. Step 6: Homework Arrangement 1. Revise the composition written in class according to the teacher's comments, and hand it in the next class. 2. Preview the Presenting ideas part of this unit, and think about the views on career choices. 3. Collect information about a person who has a "life's work" and write a short introduction (about 80 words) in English. Design Intention: The homework arrangement is closely linked to the content of the lesson, which not only helps students consolidate the knowledge and skills learned in class but also extends the learning content, enabling students to apply the knowledge to practice. Previewing the next part lays a foundation for the subsequent teaching. Collecting information about related people helps students deepen their understanding of the theme of "a life's work" and enrich their learning experience. 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 $