資源簡介

本單元整體內容如下：
語篇題目 課型 主題內容 主題意義
Starting out 視聽 庖丁解牛的經驗和技巧；引用三位名人名言引出“工匠精神”。 引出“工匠精神”。
Understanding ideas 閱讀 美國攝影藝術家Bill Cunningham的專業精神和人生哲學。 加深對“工匠精神”的理解。引導學生思考如何在學習和生活中努力付出，精益求精并取得成功。
Understanding ideas Life Behind the Lens 語法 Ruth Bancroft的花園介紹。 體會“工匠精神”的突出貢獻及所需要的堅持不懈優秀品質，不怕困難的專注行為。 認識到傳統手工藝失傳現狀，提高保護傳統手工藝技術的意識。
綜合語言運用 京劇表演藝術家梅蘭芳的藝術貢獻；傳統手工藝的逐漸失傳和“兩彈一星”元勛科學家的優秀品質。
Developing ideas Masters of Time 閱讀 介紹了故宮博物院鐘表修復師王津日復一日，爭分奪秒地修復鐘表文物的事跡。 認識到“工匠精神”的高超技術要求及耐得住寂寞的優秀品質。
寫作 “樣式雷”家族的介紹 “工匠精神”的歷史地位及貢獻。
Presenting ideas 綜合語言運用 辯論“一人一生一事”是否值得。 辯證看待“一人一生一事”的價值選擇以及“工匠精神”所需要的精神品質和踐行需求。
基于整體內容分析，建立如下教學邏輯：
工匠精神（大觀念）
子觀念1（7課時） 子觀念2（1課時） 子觀念3（1課時）
通過古今中外人物具體事跡， 傳統手工藝逐漸失傳的 辯證的看待“一人一生一事”
逐步加深對“工匠精神” 現狀及應對措施。 的價值選擇。
的理解。明確工匠精神所需要 的各種優秀品質。
Starting out （1課時） Using language
傳統手工藝失傳現狀的認識 Presenting ideas
Understanding ideas（2課時）
Using language （2課時）
（梅蘭芳介紹）
（“兩彈一星”科學家介紹）
Developing ideas（2課時）
單元主題意義探究主線：全面理解并建構“Craftsmanship”的內涵，辯證地看待“一人一生一事”的價值選擇以及“工匠精神”所需要的精神品質和踐行需求。
本課的教學內容Life Behind the Lens選自外研版新教材選擇性必修三Unit 2 Understanding ideas板塊。本課教學內容除了在橫向上探究主題意義“Craftsmanship”這個大觀念下的子觀念1——加深對“工匠精神”的理解，明確“工匠精神”所需要的各種優秀品質外，在整個外研版新教材中關于語篇類型新聞報道——人物特寫的學習，也起到了縱向上的承上啟下的作用。加深了學生對這一體裁的理解，豐富了對這一體裁的認知。在外研版新教材中，關于人物特寫的文章共出現了5次，分別是Just a Brother(必修一 Unit 3 Developing ideas )、The Well That Change the World（必修三 Unit 2 Understanding ideas）、Life Behind the Lens （選擇性必修三Unit 2 Understanding ideas）、Masters of Time（必修三 Unit 2 Developing ideas）、 Business Blossoms （選擇性必修四Unit 4 Understanding ideas）.因此，本課的語篇類型是在學生已有基礎上進行學習，逐步加深對這一語篇類型的深化。
教師課堂活動設計：
Stages Teacher’s Activities Students’ Activities Purposes
Pre-reading Using KWL table to review and inspire students’ interests to learn more about the genre----plete the KWL table about K and W part. 1.Recall what they have learned to explore more. 2.Inspire students’ interests about the genre----Feature.
While-reading Guide the students to predict the main content of the passage according to the title and the picture. Make predictions according to the title and the picture. How to use multi-modal discourse get information By viewing to predict reasonably.
2.Ask the students to skim the passage and find the main structure of the passage and check. Skim the passage and share their answers. To obtain the structure of the whole passage.
Guide the students to read paragraph 1-2 and find the close-up shot and description hook and the old man’s more detailed information. Read Paragraph 1-2 and find the answers. To check students’ prediction by more detailed information. Pay attention to the transitions.
Guide the students to read paragraph 3-4 and find the reasons why he was great and lead the students to check their predictions again by re-analyzing the title. Read Paragraph 3-4 and find the answers. Check their predictions again by re-analyzing the title. To regulate their learning process by predictions and checks.
Guide the students’ to find the old man’s life philosophy by reading Para5-6 Read Para5-6 to find more examples of the old man’s approach to life by filling out the form. To pay attention to the transitions. Infer the old man’s life philosophy.
Lead the students to read comments. Find the author’s comment and explain why. Obtain the information and infer information by the given facts.
Post-reading Inspire the students to have their own comments on the old man. Show their own comments by giving reason. To develop students’ logical ability by showing their reasons.
Lead the students to think critically. Show their opinions on whether doing a thing with one’s entire life is meaningful. To develop students’ integrated language competence, learning ability and also thinking qualities.
Guide the students to infer the author’s writing purpose by introducing the spirit of “Craftsmanship”. Group discussion about the writing purpose. Infer the author’s attitude and values and the theme of the passage.
Homework 1. Complete your Guided-learning sheet and finish Self-evaluation and Peers-evaluation parts. 2. Write your version of feature story of Bill Cunningham. 3. Write a feature story about Zhong Nanshan. To check what has been learned today. To consolidate what has been learned today.

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