英語 第三冊（五年制高職） 教案4 Unit4 Craftsmanship

Unit4教案撰寫：陳薇 審核：張俊單元名稱Unit4Craftsmanship授課內(nèi)容Warm-UpReading授課課時2教學(xué)目標(biāo)1.能夠讀懂并匹配中國古今著名工匠及其貢獻(xiàn)，增強(qiáng)對傳統(tǒng)工匠文化的認(rèn)同感和自豪感。2.能夠讀懂關(guān)于德國、日本、瑞士和中國工匠精神的介紹，獲取關(guān)鍵信息；運(yùn)用比較、對比的方法，分析不同國家工匠精神的異同。3.能夠識別事物說明文通過有序結(jié)構(gòu)對事物進(jìn)行客觀陳述的文體特征。4.了解工匠技能和工匠精神的傳承與發(fā)展，樹立職業(yè)認(rèn)同和技藝傳承的意識；能夠了解不同國家工匠精神的獨(dú)特性，理解工匠精神超越國界和文化的普適價值和意義。5.能夠通過快速瀏覽文章標(biāo)題、小標(biāo)題信息，預(yù)測和理解語篇結(jié)構(gòu)和內(nèi)容；運(yùn)用掃讀的閱讀策略，提煉不同國家工匠精神的特點(diǎn)和成就。6.能夠掌握語篇中的重要語言點(diǎn)，在具體語境中運(yùn)用單詞和短語表達(dá)意義。教學(xué)重點(diǎn)1.閱讀并了解德國、日本、瑞士和中國工匠精神的特點(diǎn)和成就。2.閱讀并識別事物說明文通過有序結(jié)構(gòu)對事物進(jìn)行客觀陳述的文體特征。3.閱讀重點(diǎn)語句，理解掌握重要的語言點(diǎn)并能夠在具體語境中運(yùn)用。教學(xué)難點(diǎn)1.分析和表達(dá)不同國家工匠精神的異同。2.了解不同國家工匠精神的獨(dú)特性，理解工匠精神超越國界和文化的普適價值和意義。

教學(xué)過程教學(xué)環(huán)節(jié)時間分配主要內(nèi)容教學(xué)活動設(shè)計意圖Step1Warm-up15’1.Descriptionoffourinventors(1)TshowspicturesandnamesofthefourinventorsinancientChinaandasksSstobrainstormwhattheyknowaboutthem.(2)Ssshareinformation.(3)TshowsdescriptionsofthefourinventorsandasksSstomatcheachpicturewithitsdescription.(4)SstellanswersandTprovidesguidanceandassistancewhenneeded.通過對古今工匠的學(xué)習(xí)，體會工匠精神的內(nèi)涵，了解和傳承我國優(yōu)秀工匠精神，樹立職業(yè)認(rèn)同和技藝傳承的意識。2.Introductiontocontributionofacraftsperson(1)TasksSstotellthenameofafamouscraftspersonfrommodernChina.(2)SstellthenamesandTliststhemontheblackboard.(3)TasksSstoworkingroups,chooseacraftsperson,anddescribehisorhercontributions.(3)Ssintroducethecontributionsofthefamouscraftspersontheychoose.(4)Tprovidesguidanceandassistancewhenneeded.Step2Pre-reading2’IntroductionandpredictionSituation:Craftsmanshiphasplayedasignificantroleinshapingsocietiesandculturesworldwide.It’snotjustaboutmakingthingslooknice;it’saboutshowingrespectfortradition,creativityandquality.TasksSstoreadthesituationandtitleandsubtitlesofthetexttomakeaprediction──whatdoyouknowaboutcraftsmanshipinthefourdifferentcountries?引導(dǎo)學(xué)生通過已有信息預(yù)測不同國家工匠精神的內(nèi)容，引發(fā)學(xué)生思考和閱讀興趣，引出課文主題。Step3While-reading33’1.SkimmingandpredictioncheckingSsskimthetextandcheckifthey’vemadetherightprediction.1.通過略讀的閱讀策略，檢測讀前預(yù)測。2.通過掃讀的閱讀策略，提煉關(guān)于四個國家工匠的特點(diǎn)和成就的關(guān)鍵信息。3.通過精讀的閱讀策略，抓取細(xì)節(jié)信息。4.通過討論和分享體現(xiàn)中國工匠精神的成語或慣用語，將之前關(guān)于中國工匠精神的學(xué)習(xí)內(nèi)容進(jìn)行拓展和延伸，深入了解中國傳統(tǒng)文化中工匠精神的內(nèi)涵和表現(xiàn)，加強(qiáng)對中國工匠精神的文化認(rèn)同感。5.通過鼓勵學(xué)生觀察和總結(jié)，理解事物說明文如何通過有條理的結(jié)構(gòu)，對事物進(jìn)行客觀陳述的文體特征。2.Scanningandblankfilling(1)TasksSstoscanthetextandfinishactivity1byfindingoutthecontributionscraftsmeninvariouscountrieshavemade.(2)SstelltheanswersandTgivesexplanationswhenneeded.3.Carefulreadingandstatementsticking(1)TasksSstoreadthetextcarefullyandfinishactivity2byfindingoutthedetailsofthecontributionscraftsmeninthefourcountrieshavemade.(2)TaskssomeSstotelltheanswers,encouragesSstotellreasons,andgivesexplanationswhenneeded.4.Discussionandsharing(1)TshowsastoryaboutcraftsmanshipinancientChina,andasksSstoexplainthecorrespondingChineseidiom.(2)SsreadthestoryandexplainthecorrespondingChineseidiom.Tprovidesguidanceandassistancewhenneeded.(3)TasksSstoworkingroupsandshareanothersimilaridiom.(4)Ssworkingroupsandsharesimilaridioms.Tprovidesnecessaryguidancewhenneeded.5.Textanalysis──structureandfeatures(1)TasksSstofindoutthestructureofthetextwiththehelpofthechartinactivity1.Tgivesexplanationswhenneeded.(2)Tintroducesthestructurefeaturesoftheexpositorytext:itisdevelopedaccordingtodifferentcountriesinturn,andeachcountryisdescribedinitsownparagraph,whichisclearlystructuredandorganisedsothatcraftsmanshipindifferentcountriescanbeclearlycompared.(3)TencouragesSstosumupthefeaturesofthetextandprovidesnecessaryguidancewhenneeded.Step4Post-reading25’1.Retelling(1)TencouragesSstoretellthecraftsmanshipinfourcountriestotheirpartnersbyreferringtothechartinactivity1andthestatementsinactivity2.(2)SomeSsretellthecraftsmanshipinoneofthefourcountriestothewholeclass.(3)Tevaluateseachstudent’sretellingandasksSstomakecommentsonhis/herperformance.1.通過文章復(fù)述，檢驗學(xué)生對語篇結(jié)構(gòu)和內(nèi)容的掌握程度。2.通過教授語篇中的語言點(diǎn)，提高學(xué)生對語言知識的掌握和運(yùn)用能力。3.通過選詞填空，在語境中學(xué)習(xí)單詞的含義。4.通過選擇正確的介詞，鞏固對重點(diǎn)短語的掌握。5.通過范例，學(xué)習(xí)“-ship”后綴加在名詞后組成表示與該詞相關(guān)的狀態(tài)、條件、質(zhì)量或地位的名詞的構(gòu)詞法。2.LanguagefocusesTexplainstheimportantwords,expressionsandgrammarfocusesinthetext.3.Wordsfilling(1)TasksSstochoosetherightwordtocompleteeachsentenceandchangetheformifnecessary.Tips:TcanaskSstolookforthekeywordsorphrasesinthesentence,whichwillhelpthemgettheanswer.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.表示4.Prepositionscircling(1)TasksSstocircletherightprepositionstoformphrasesandcompletethesentences.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.5.Wordformation(1)Tintroducesthesuffix“-ship”whichcanbeaddedtoanountoformnounsindicatingastate,condition,quality,orstatusrelatedtothatword,andshowssomeexamplewordswiththesuffix“-ship”.(2)TasksSstoreadthesentencesinactivity3andSscompleteeachsentencebyfollowingtherule.(3)TaskssomeSstogivetheanswers.(4)TasksSstothinkofotherwordswhichcanbechangedintonewwordsdescribingtheoppositeprocesses,qualities,orstates.Summary3’1.CraftspeopleinancientChinaandmodernChinaandtheircontributions.2.ThespiritofcraftsmanshipinGermany,Japan,SwitzerlandandChina.3.Languagefocusesinthetext.Homework2’1.Copyandrecitethenewwordsandexpressions.2.Writingastoryabouttheidiomrelatedtocraftsmanshipdiscussedandsharedintheclass,anduploadyourexperienceontotheplatform.

單元名稱Unit4Craftsmanship授課內(nèi)容GrammarandUsageIntegratedSkills授課課時2教學(xué)目標(biāo)1.能夠在具體語境中識別形容詞、副詞的原級、比較級和最高級,理解它們的意義，并能正確、恰當(dāng)?shù)厥褂谩?.能夠運(yùn)用觀察、歸納等學(xué)習(xí)策略，總結(jié)規(guī)則形容詞、副詞的比較級和最高級的變化規(guī)則；能夠掌握一些不規(guī)則形容詞、副詞比較級和最高級形式。3.能夠通過觀察圖片和閱讀所給信息，預(yù)測聽力內(nèi)容；聽懂學(xué)習(xí)旗袍設(shè)計和制作相關(guān)內(nèi)容，感知工作者的工匠精神。4.能夠聽懂面臨職場挑戰(zhàn)的內(nèi)容，在聽的過程中提取關(guān)鍵信息并邊聽邊記；掌握表達(dá)認(rèn)可和鼓勵的表達(dá)方式，并在職場情境中恰當(dāng)應(yīng)用。5.能夠讀懂并分析職校學(xué)生、企業(yè)老總和學(xué)校教師等不同視角的關(guān)于工匠品質(zhì)的觀點(diǎn)，形成自己的見解，寫出自己對工匠品質(zhì)的認(rèn)知，深入理解工匠精神和工匠品質(zhì)的內(nèi)涵。6.能夠通過面臨職場挑戰(zhàn)時表達(dá)認(rèn)可和鼓勵，理解彼此在工作中的困難和付出，建立真誠溝通氛圍，提升積極應(yīng)對困難、相互認(rèn)可和鼓勵的能力。教學(xué)重點(diǎn)1.觀察并歸納形容詞、副詞的三個比較等級的形式、意義及其用法。2.聽懂面臨職場挑戰(zhàn)的內(nèi)容，掌握表達(dá)認(rèn)可和鼓勵的表達(dá)方式，在職場情境中恰當(dāng)應(yīng)用相關(guān)表達(dá)方式進(jìn)行交際。3.讀懂不同視角下關(guān)于工匠品質(zhì)的觀點(diǎn)，并形成自己的見解，完成關(guān)于工匠品質(zhì)認(rèn)知的寫作。教學(xué)難點(diǎn)1.能在他人遇到職場挑戰(zhàn)時能得體地表達(dá)認(rèn)可和鼓勵。2.能夠理解不同視角下關(guān)于工匠品質(zhì)的觀點(diǎn)及其相互聯(lián)系，結(jié)合自己實際，表達(dá)對工匠品質(zhì)的認(rèn)知。

教學(xué)過程教學(xué)環(huán)節(jié)時間分配主要內(nèi)容教學(xué)活動設(shè)計意圖Step1GrammarandUsage25’1.Introductiontothedegreesofcomparison(1)Tintroducesthedefinitionandtypesofthedegreesofcomparison.(2)TliststheexamplesentencesandasksSstotellthedegreeofcomparisonandtheChinesemeaningofeachsentence.(3)TasksSstotellthepatternsofcomparativeandsuperlativedegreesofregularadjectivesandadverbs.(4)TlistsmoreexamplesandasksSstoreviewtheformofcomparativeandsuperlativedegreesofirregularadjectivesandadverbs.引導(dǎo)學(xué)生運(yùn)用觀察、歸納等學(xué)習(xí)策略，總結(jié)形容詞、副詞的原級、比較級和最高級的形式、意義和用法，在具體語境中識別、運(yùn)用。2.Practiceofthedegreesofcomparison(1)TshowssomeincompletesentencesandasksSstocompleteeachsentencewiththecomparativeorsuperlativeformofthegivenword.(2)Sscompleteeachsentencewiththeproperformofthegivenword.(3)TaskssomeSstogivetheanswersandprovidesguidanceandassistancewhenneeded.3.Applyingthedegreesofcomparison(1)TshowssomesentencesandasksSstoidentifythecomparativeorsuperlativeformineachsentence.(2)Ssreadthesentencesandtellthecomparativeorsuperlativeformineachsentence.(3)TasksSstotranslatethesentencesintoChinese.(4)SsgivetheanswersandTprovidesguidanceandassistancewhenneeded.Step2Listening(Conversation1)16’1.Listeningforthemainidea(1)TasksSstoobservethepicturesofdifferentworkplacesandgetreadytolistentotheconversationbetweentwospeakers.(2)TasksSstolistentotheconversationandidentifywhereitmostlikelytotakeplace.(3)TaskssomeSstogivetheanswerandmakesexplanationswhenneeded.從簡單的聽力對話入手，理解對話大意與關(guān)鍵信息，了解學(xué)習(xí)旗袍設(shè)計和制作相關(guān)內(nèi)容，了解所需面對的困難和挑戰(zhàn)。2.Listeningfordetails(1)TasksSstoreadthefivestatementsandcirclethekeywordsineachstatement.(2)TasksSstolistentotherecordingagainandtickthetruestatements.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.Step3Listening&Speaking(Conversation2)20’1.Listeningforinformation(1)Ssreadthelisteningmaterial.(2)TasksSstolistentoaconversationbetweentheWangBingandMrs.Zhouandfillintheblanks.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.通過對話語篇引出面臨職場挑戰(zhàn)時表達(dá)認(rèn)可和鼓勵的話題，學(xué)習(xí)并運(yùn)用認(rèn)可和鼓勵的表達(dá)方式進(jìn)行交流，提升積極應(yīng)對職場挑戰(zhàn)、相互認(rèn)可和鼓勵的能力。2.Listeningforusefulexpressions(1)TasksSstolistentotherecordingagainandunderlineMrs.Zhou’sexpressionsofpraiseandencourage.(2)TaskssomeSstotellMrs.Zhou’sexpressionsofpraiseandencourage,andgivesexplanationswhenneeded.3.Usefulexpressionslearning(1)TleadsSstolearntheusefulexpressionsforpraisingandencouraging.(2)ThelpsSstofindoutmoreexpressionstoprepareforthespeakingtask.4.Speakingpractice(1)Tintroducesthesituationandthetask:Afriendofyoursisfacingchallengesduringaninternship.TasksSstousetheexpressionsprovidedabovetoshowtheirsupportineachsituation.(2)Ssworkinpairs,readthetwochallengesandshowtheirsupportwiththeexpressionsprovided.(3)SomeSsgivetheirperformanceinfrontoftheclass.Tprovidesguidanceandassistancewhenneeded.(4)TandSsevaluatetheperformances.5.Dialoguecompletion(1)TasksSstobrainstormsomechallengestheymaymeetintheirinternship.(2)SstellthechallengesandTlistthemontheblackboard.(3)TasksSstomakeadialoguebasedonthechallengesdiscussed,andshowsthebeginningofthedialogue.(4)Ssworkinpairsandcompletethedialogue.(5)SomeSsperformtheirdialogueinfrontoftheclass.Tprovidesguidanceandassistancewhenneeded.(6)TandSsevaluatetheperformances.Step4Writing15’1.Viewsreading(1)TguideSstounderstandthatasanintern,theyarestartingtheirpathtobecomeaskilledcraftsman,andthenasksSstobrainstormthequestion:Whatmakesacraftsman?(2)TaskssomeSstoshareideas.(3)TasksSstoreaddifferentviewsfromavocationalschoolstudent,aownerofacompanyandateacher,onwhatmakesacraftsman.ThelpsSsclearvocabularybarrierstoreducereadingstress.(4)Ssreadtheviewsandsummarizethekeyinformationoftheviewfromeachperson.(4)TasksSstotellthemainideaoftheeachviewandmakesexplanationswhenneeded.通過閱讀、梳理和分析不同視角對工匠品質(zhì)的理解，形成自己對工匠品質(zhì)的認(rèn)知，并書面表達(dá)，培養(yǎng)學(xué)生從不同角度理解工匠品質(zhì)的能力，增強(qiáng)文字表達(dá)的邏輯性。2.Viewswriting(1)TliststhekeyinformationofviewsfromdifferentpeopleSshavesummarizedontheblackboard,andasksSstowritedowntheirownopinions.(2)Sswritedowntheirownopinionswiththehelpofideasontheblackboard,andareencouragedtoaddtheirviewsonwhatmakesacraftsman.(3)TaskssomeSstoshareideasandhelpSsreviseandcorrectwritings.Summary2’1.Meaning,typesandusageofthedegreesofcomparison.2.Usefulexpressionsforpraisingandencouragingatwork.3.Opinionsonwhatmakesacraftsman.Homework2’1.Pairwork.Polishyourin-classroleplay,shootavideoanduploaditontotheplatform.2.Interviewotherpeople,forexamplefamiliesorfriends,abouttheirviewsonwhatmakesacraftsman,andwriteashortparagraphontheirviews.

單元名稱Unit4Craftsmanship授課內(nèi)容ExtendedReadingReal-LifeActivity授課課時2教學(xué)目標(biāo)1.能夠讀懂馬宏達(dá)參加世界技能大賽獲得冠軍的事跡，理解他成功的原因、意義和價值，加強(qiáng)對勤奮、創(chuàng)新等工匠品質(zhì)的理解，能夠以榜樣為動力，激勵自己不斷進(jìn)步和成長。2.能夠了解新聞報道的基本結(jié)構(gòu)和語言特點(diǎn)，理解新聞報道中段落之間的邏輯關(guān)系。3.能夠運(yùn)用略讀策略，迅速確定新聞報道的內(nèi)容要點(diǎn)，運(yùn)用掃讀策略獲取馬宏達(dá)訓(xùn)練的時間、訓(xùn)練強(qiáng)度、教練評價等特定的細(xì)節(jié)信息。4.能夠歸納和整合所學(xué)的關(guān)于工匠精神的知識，表達(dá)自己對工匠精神的理解。5.能夠介紹工匠的個人信息、工作領(lǐng)域、工作貢獻(xiàn)及對自己的影響，分享工匠事跡。6.能夠結(jié)合所學(xué)工匠故事和工匠精神，列出自己未來開展工作、取得成就的目標(biāo)和計劃，認(rèn)同并踐行工匠精神。教學(xué)重點(diǎn)1.閱讀并了解馬宏達(dá)參加世界技能大賽獲得冠軍的事跡,理解他成功的原因、意義和價值。2.閱讀并分析新聞報道的基本結(jié)構(gòu)和語言特點(diǎn)。3.表達(dá)自己對工匠精神的理解，明確自己未來開展工作、取得成就的目標(biāo)和計劃。教學(xué)難點(diǎn)1.理解工匠精神在馬宏達(dá)的訓(xùn)練和比賽過程中的具體體現(xiàn)。2.表達(dá)自己對工匠精神的理解，列出在某一領(lǐng)域開展工作、取得成就的目標(biāo)和計劃。

教學(xué)過程教學(xué)環(huán)節(jié)時間分配主要內(nèi)容教學(xué)活動設(shè)計意圖Step1Pre-reading4’SituationintroductionSituation:Craftsmenarenotnecessarilyindividualsintheirfortiesorfifties.Readthefollowingarticletolearnaboutayoung,up-and-comingartisan.Traisesquestionslike:Doyouknowanyyoungcraftsmen?WhatdoyouknowaboutWorldSkillsCompetition?Ssdiscussandexpresstheirviewpointsfreely.導(dǎo)入閱讀語篇，引導(dǎo)學(xué)生思考年輕工匠的相關(guān)話題，為深入閱讀和學(xué)習(xí)做好鋪墊。Step2While-reading25’1.Fastreadingandprofilefilling(1)TasksSstoreadtheincompletepersonalprofileofMaHongdainactivity1.(2)TasksSstoscanthetexttofindoutthemainideaanddetailedinformationandfillintheblanksintheprofile.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.1.訓(xùn)練速讀、掃讀等閱讀策略，獲取篇章主旨大意，抓取人物關(guān)鍵信息。2.訓(xùn)練學(xué)生根據(jù)要求搜尋查找信息和處理表達(dá)信息的能力3.通過課文梳理新聞報道的語篇結(jié)構(gòu)，總結(jié)新聞報道的文體特征。ReseachingandfillingTasksSstoresearchaskilledindividualwhoservesastheirrolemodel.Ssresearchandfillintheblankstocompletetheinformationcard.TaskssomeSstosharetheirresearchandgiveshelpswhenneeded.Textanalysis—structureandfeatures(1)TasksSstothinkabout:Whatisthegenreofthisarticle–Anewsreport.Whatisthegoalofanewsreport?–Toreportneweventsandpeople’sstories.Whatisthestructureofthetext?–Para.1:thecoreinformationoftheevent.–Para.2-4:detailsMaHongda’sbackground,thereasonsforchoosinghismajor,andhisperformanceintraining,thetalentheshowed,includinghisdiligentandhardtrainingprocessandhiscoach’scommentsonhim.–Para.5:Ma’sperformanceincompetitions,hisabilitytocopewithchallengesandtheresultshehasachieved,aswellastheinspirationaleffecthissuccesshashadonyoungpeople.Whatarethefeaturesofanexpositorywriting?–Tobetruthful,timelyandobjective,towriteinthirdperson,tousepasttense,andetc.(2)Sstrytoconcludethestructureandfeaturesofanexpositorywriting.Step3Post-reading5’Retelling(1)TasksSstoretellthestoryofMaHongdawinningWorldSkillsCompetition.(2)Ssworkingroupsandretellthepassagewiththehelpofthepersonalprofileinactivity1.(3)TasksSstoretellthepassageandprovidesassistanceifneeded.通過復(fù)述練習(xí)，強(qiáng)化對語篇內(nèi)容和語篇結(jié)構(gòu)的理解，鞏固語言知識的學(xué)習(xí)。Step4RealLifeActivity42’1.VolunteerTaskDescriptionTask:Yourschoolisorganisingasharingeventtopromotethespiritofcraftsmanship.Studentsareinvitedtosharehowtheycanusewhatthey’velearnedaboutcraftsmanshipintheirstudiesanddailylife.Topreparefortheevent,followthestepsbelow.(1)Tdisplaysanincompletemindmapwiththethemeof“Whatiscraftsmanship?”(2)TasksSstocompletethemindmapbasedontheirunderstandingofcraftsmanship.(3)TasksSstoshareideasandprovidesassistanceifneeded.創(chuàng)設(shè)真實情景，幫助學(xué)生將所學(xué)的關(guān)于工匠精神的知識進(jìn)行整合，并在實際的任務(wù)中加以應(yīng)用，提高知識的運(yùn)用能力。從實際情況出發(fā)思考工匠對自身的影響，并制定提高自己的方法和途徑，能夠幫助學(xué)生更好地認(rèn)識自