高中英語 選必B3U 第四課時 Developing Ideas

1、Developing ideas板塊教學(xué)設(shè)計（建議時長8090分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）課型Reading + Writing主題語境人與自我工匠的日常工作和精神內(nèi)容分析本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語篇類型為記敘文，介紹了故宮博物院鐘表修復(fù)師王津日復(fù)一日、爭分奪秒地修復(fù)國寶級鐘表文物的事跡；讀寫部分的范文是對“樣式雷”家族的介紹。通過這一板塊的學(xué)習(xí)，學(xué)生能夠加深對工匠精神的理解，并且初步掌握說明文的寫作內(nèi)容和寫作方法。教學(xué)目標(biāo)1學(xué)生能夠理解課文內(nèi)容，了解到故宮博物院鐘表文物修復(fù)的復(fù)雜和不易，感受到鐘表修復(fù)師王津耐得住寂寞，兢兢業(yè)業(yè)地做著修復(fù)工作的工匠精神；2 引導(dǎo)學(xué)生聯(lián)

2、系自身實際，加深對本單元主題意義的理解，啟發(fā)學(xué)生理解工匠精神和“一生做好一件事”的意義；3 引導(dǎo)學(xué)生通過完成閱讀任務(wù)和學(xué)習(xí)說明文的寫作方法，運用所學(xué)內(nèi)容寫一篇說明文。教學(xué)重點引導(dǎo)學(xué)生讀懂文章，了解故宮博物院鐘表修復(fù)師王津日復(fù)一日、爭分奪秒地修復(fù)國寶級鐘表的事跡和對“樣式雷”家族的相關(guān)情況，對更多的工匠和其精神有更深的理解。 教學(xué)難點引導(dǎo)學(xué)生注重語言在思維層面的內(nèi)化和輸出。教學(xué)策略交際教學(xué)法、任務(wù)型教學(xué)法Teaching contentsProceduresPurposesTeachers activityStudents activityActivity 11. T plays a video

3、 and asks Ss to watch and then find the answers to Questions1-3.2. T plays the video again to help Ss double-check their answers. The video will be played more times if necessary. 3. T asks some Ss to give their answers, helping Ss check whether their answers are right or not.4. T divides Ss into gr

4、oups to discuss about Question 4.5. T chooses some groups to share their opinions and the answer to Question 4, asking other groups to supplement and carry out a free talk. 1. Ss read the Questions1-3 first and try to find the answers to them while watching the video.2. Ss turn to T for help to watc

5、h the video again if they have difficulty answering the questions.3. Ss show and check their answers. . 4. Ss work with their partners to discuss about Question 4.5. Ss show their answers to the whole class to learn from others to improve their own answers through a free talk. Lead to the topic and

6、activate Ss background knowledge.Activity 21. T guides Ss to focus on the pictures, the title and the video they just watched, predicting what the text is about. 2. T asks some Ss to express their predictions and the reasons.3. T asks Ss to skim the text to grasp the main idea of the text which can

7、help check their predictions. 1. Ss fix their attention to the pictures and the title and then predict what the text is about with the help of the video they just watched. 2. Ss give their predictions and reasons to their peers.3. Ss read the text quickly to find the main idea and prove whether thei

8、r predictions are right or wrong.Cultivate the interest and curiosity about the topic and grasp the main idea of the text. Activity 31. T asks Ss to read the text carefully again and match the questions to the paragraphs.2. T divides Ss into groups and asks them to summarise the main idea for each p

9、aragraph.3. T asks each group of Ss to check the matches and discuss about their answers to the questions. 4. T invites some groups to share their answers and their reasons with other groups to supplement.1. Ss read the text carefully and do the matching exercise.2. Ss summarise the main idea of eac

10、h paragraph with the help of their group.3. Ss check their matching results according to the summaries and discuss with their partners about the answers to the questions.5. Ss show their answers and reasons to get improved with others help.Check Ss understanding of the passage.Think & Share1. T inst

11、ructs Ss to discuss the answers to the questions in the part and provoke their deep thoughts on the basis of their own experiences, providing more background knowledge if necessary.2. T asks some Ss to share their answers and others to supplement, creating a free talk.1. Ss discuss the four question

12、s in groups on the basis of their own experiences and with the help of T.2. Ss share their opinions with others and carry out a free talk.Deepen Ss understanding of the passage and stimulate their thinking.Activity 41. T gets Ss prepared to deliver their speech by encouraging them to surf the Intern

13、et for some related information to get further understanding of other masters restoration jobs in the Forbidden City.2. T divides Ss into groups to discuss the five questions.3. T helps Ss to fill up the form and get them ready for their speech.4. T instructs and encourages Ss to showtheir presentat

14、ions in the front of the classroom.5. T asks Ss to select the most persuasive speechand explain their reasons, and then T gives a summary about how to organise a speech and what speech skills to be used. 6. T helps Ss improve their speech and encourages them to present in front. 1. Ss surf the Inter

15、net for some resources about other masters restoration jobs in the Forbidden City and set out to prepare their speech.2. Ss discuss the five questions with the members of their group.3. Ss fill up the form and get prepared for the speech.4. Ss deliver their speech in front of others.5. Ss voice thei

16、r opinions and give reasons for their choices about the most persuasive speech. Consolidate and integrate the language and content learnt.Activity 51. T asks Ss to read the questions below the text and try to find the answers while reading the text. 2. T divides Ss into groups to discuss the answers

17、 to the questions and underline the words and expressions describing the qualities of the Lei family.3. T requires Ss to check the answers after some Ss presentations. 1. Ss read the questions below the text and read the text to find the answers.2. Ss share their answers with their members in groups

18、 and underline the words and expressions about the qualities.3. Ss do their presentations and double-check their answers with each other. Know the stylistic features and contents of an expository essay, and lay a foundation for Activity 6.Activity 6-71. T leads Ss to analyse the structural features and contents of an expository essay with the version of Activity 5.2. T asks Ss to choose one craftsman in their hearts and complete the outline in Activity 6. 3. T guides Ss to finish their individual task of wri