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外研版選擇性必修第三冊 Unit 2 A Life’s Work
Writing an expository essay
一、教學內容分析
《普通高中英語課程標準》規定：高中英語課程的總目標是使學生在義務教育階段英語學習的基礎上，進一步明確英語學習的目的，發展自主學習和合作學習的能力；形成有效的英語學習策略：培養學生的綜合語言運用能力。綜合語言運用能力的形成建立在語言技能、語言知識、情感態度、學習策略和文化意識等素養整合發展的基礎上。
根據高中學生認知能力發展的特點和學業發展的需求，高中英語課程應強調在進一步發展學生綜合語言運用能力的基礎上，著重提高學生用英語獲取信息、處理信息、分析問題和解決問題的能力，特別注重提高學生用英語進行思維和表達的能力；形成跨文化交際的意識和基本的跨文化交際能力；進一步拓寬國際視野，增強愛國主義精神和民族使命感，形成健全的情感、態度、價值觀，為未來發展和終身學習奠定良好的基礎。為此，高中英語教學要鼓勵學生通過積極嘗試、自我探究、自我發現和主動實踐等學習方式，形成具有高中生特點的英語學習的過程與方法。
讀寫課是一種途徑，是語篇和語篇解讀,思維和思維訓練等各種能力的融合。在整個大單元主題語境的主題意義下，讓學生從閱讀中獲得相關信息，理解主旨大意，了解文中說明文的基本結構，能清楚，連貫的傳遞信息，有效運用所學的知識表達意思，體現出從本單元的主題語境下獲得的人生價值觀。在此基礎上，給出評分標準，讓學生知道該如何去寫，如何給分。最終促進學生自身語言能力，文化意識，思維品質和學習能力的綜合提升。
單元主題：本單元的主題語境是“人與自我”，涉及的主題語境內容是工匠精神。本單元的內容從《庖丁解?！返脑⒀怨适麻_始，依次介紹了與美國著名攝影師Bill Cunningham，中國京劇表演藝術家梅蘭芳，“兩彈一星”元勛科學家鄧稼先、于敏和錢學森，故宮鐘表修復師王津以及“樣式雷”家族等相關的學習內容，旨在引導學生在了解這些名人的事跡后，學習他們的工匠精神，克服困難，迎接挑戰，培養鉆研探索的精神，發現自己的人生價值，用持之以恒的精神實現人生理想。本堂課是外研版選擇性必修第三冊第二單元 A life’s work 中Developing Ideas的一節讀寫課。
本堂課對課標的解讀如下：
通過對“樣式雷”家族的介紹，學生能夠加深對工匠精神的理解和認識，并且初步了解和掌握說明文的寫作內容和寫作方法。 在寫作過程中，要求學生學習說明文的結構，并能仿照閱讀部分，選取中國歷史中的一些具有影響力的任務來完成寫作任務。也注重了培養學生的文化意識，畢竟文化意識的培養有助于學生增強國家認同和家國情懷，學會做人做事，成長成為有文明素養和社會責任感的人。
閱讀文本進行分析：
【What】(主題和內容角度)
本單元的主題是工匠精神，而這堂課里的閱讀文本，也是繼續闡述這一主題。這篇文章對樣式雷家族的介紹，主要說明他們的成就和對后世所產生的影響。通過舉例對樣式雷家族的品質進行描述從而更能讓學生明白工匠精神的重要性。
【How】(文體和語言)
本文是一篇人物的說明文。文章共4段，第一段進行了簡單的介紹；第二三段舉例說明樣式雷優秀的品質；第四段進行了總結和評價了樣式雷家族。作者使用了分總的結構；時態在描述人物的過往是用一般過去時，而在最后一段對人物評價時應采用一般現在時。重點詞匯和句型：dominate, admirable, incredible, be associated with, skill, diligence, humility, innovation, ture craftwork...；So...is/was 主 that...(倒裝句), 主句，介詞 which/whom...（定語從句），With…and…,人物... ;過度性詞語為：also，in addition to…
【Why】(主題和作者角度)
作者引導學生了解中國優秀人物事跡，工匠精神需具備的品質是成功的根本原因。使學生明白：我們不僅要學習他們的優秀品質，還要樹立積極向上的人生觀和價值觀；并通過了解中國優秀人物事跡，增強名族自豪感。
二、學生情況分析
通過問卷調查，發現學生主要存在以下幾種問題：1. 語法知識的欠缺，比如時態的誤用；平時缺乏相關主題詞匯的積累和造句能力，以及語言素材的積累。2. 學生的作文沒有構思，不注意體裁，未理提綱的作文章法太亂，語言質量差。最難克服的就是學生往往陷入中文寫作的思維和慣例，寫成的都是老師看不懂的“中式英文”。3.不注重同伴與教師的評價。作文發下去，只注重分數。
問卷調查表格如下：
隨著年齡的增加，高二同學的感知覺已逐漸完善，他們的方位知覺、空間知覺和時間知覺在教育的影響下不斷發展，觀察事物更加細致有序。在感知覺已逐漸完善的同時，他們的記憶能力也迅速發展，從以機械識記為主逐漸發展到以意義識記為主，從以具體形象識記為主到詞的抽象記憶能力逐漸增長，從不會使用記憶策略到主動運用策略幫助自己識記。
認知是一種心理活動或心理過程，是屬于智能或智慧方面的心理過程。簡言之，認知是人對客觀世界的認識活動。一般認為，認知包括感覺、知覺、注意、思維、想象、創造、問題解決，該課就是一認知的過程。
希望能通過閱讀了解說明文，進行加工創造，思維的遷移，能讓學生表達自己的對這一精神的體會，讓認知上一個高度。在這些文章的閱讀和梳理過程中，他們也會學會一些相關的語言，在無形當中他們也會運用這些語言，從而形成他們自己的語言。
三、具體教學過程設計
一. 教學目標：
1.語言知識：我能了解人物說明文常見的語篇結構和語篇特點。
2.語言技能：1）理解性技能：我能把握人物說明文的主要內容，結構以及語言特征；
2）表達性技能：我會根據表達的目的進行寫作，從而幫助Lily了解更多中國文化和歷史文物。
3.文化知識：我能通過分析，思考和鑒別語篇包含或反映的社會文化視角，做出正確的價值判斷。了解工匠精神，升華工匠精神。
4.學習策略：1）我能元認知策略：計劃、監控自己的寫作過程，并依據標準對寫作行為和成果進行評價與反思；
2）認知策略：我能利用圖片等手段收集、整理信息；根據語篇類型和特點，了解篇章的主要內容和寫作意圖。
5.情感策略：我能有合作學習的意識，樂于分享學習觀點和具有樂于助人的精神。
二．教學重難點：
Read the passage and know how to write an expository essay
Make the students write their own essay
三．教學方法：
Interactive approach ，brainstorm，discussion
四．教學準備：
A projector and a computer
五．教學過程：
Teaching procedures
Step 1:Leading in and checking their homework(4mins).
Before the class, ask some students to present the information they have gathered about The Lei family.（Their homework is to read a letter from Lily, a friend of mine,then gather some information about the Lei family or other people like them. ）
Dear friends,
I’m Lily, a friend of Ms. Wang’s. I come from USA. This summer ,I travelled some places of interest in China, such as the Summer Palace, Yuanmingyuan . I surprisedly find that these places were all built by members of the same family — the Lei family. So, I surfed the Internet , a passage caught my attention. After reading it, I am strongly passionate about this kind of people in China. Can you recommend someone in China and write a passage like this for me
Looking forward to your reply.
PS The passage about the Lei family is attached.
Yours,
Lily
Then show them a short video about the Lei family to lead in today’s topic.
Purposes:創設語境，引出話題。 創設出這堂課的主題—通過寫一封介紹人物的說明文來幫助lily，并且通過這封郵件，引出“樣式雷”的文章)。
Step 2. Pre-writing
Then ,the student should read the passage .There are something the students must know after reading this passage :1. The main idea of this passage; 2.The tense, layout, linking words and sentences of an expository essay by ;3.The spirt of the craftsmanship .
Activity 1: Read for understanding(Read to know the Lei Family（7mins).
The students are given 7mins to read this passage individually and I’ll choose someone to answer and check them
Para. 1 (brief introduction) For ______ generations, the Lei family were behind the marvels of imperial architecture. So incredible was their skill that many of their buildings _______ earthquakes and remained ________ over hundreds of people.
Para. 2&Para. 3 (qualities and examples) 1.The Lei family were also pioneering engineers, who used a grid system to plan their projects in minute detail.—quality_________ They took careful notes and made models of their projects, many of which have survived to this day and are registered as part of UNESCO’s Memory of the World Programme .—quality_____ 3.Each generation conscientiously learnt their craft and undertook ambitious projects, many of which took years to complete. ---quality__________ 4.Yet they did not seek fame, and even today, their great works are associated more with the imperial court than with them. ---quality_________
Para. 4 (conclusion) With their above qualities, the Lei family leave behind their buildings and the legacy that ______________is a treasure that can be everlasting.
Purposes: 以表格的形式，更直觀地培養學生的語言理解能力和歸納能力（特別是處理第二和三段降低了學生的尋找信息的難度，給出例子讓學生歸納品質）。
Activity 2: Read for thinking(7mins)
First, tell the features of an expository essay.
An expository essay contains a fair and balanced analysis of an event, a situation or an idea. It commonly begins by clearly stating what it aims to explain or analyze. The main body comprises paragraphs with supporting evidence and facts. It concludes by reviewing the main theme of the essay in light of all the evidence that has been presented.
After that, the students should discuss with their partners to fill in the chart(tense and layout of this passage). Some students will be asked to write their linking words and sentences on the blackboard.
Purposes:通過這篇文章，讓學生小組去討論去思考該如何去寫一篇人物說明文。在與此同時，學生用頭腦風暴的方式總結歸納出寫人物說明文可借鑒的相關單詞和句型，為之后的寫作提供了素材和方向。
Step 3.While-writing（12mins)
The students choose one person who demonstrates the spirit of craftsmanship to complete the notes.(2mins)
Person:____________________________________
Qualities:___________________________________
Examples:__________________________________
Conclusion:_________________________________
Then ,The students use what they’ve learnt to help Lily and write an essay for her.(10mins)
Attention: Please keep in mind the three parts to be included in an expository essay: beginning, main body and conclusion.Try to use the words and expressions you have learned.
Purposes: 給學生時間完成寫作，目的在于讓他們把剛才學到的東西進行消化，轉化并能表達總結的觀點。培養學生的學習能力（合作學習，探究學習），語言能力。學生通過寫作這一步驟培養學生對語言的生成能力和能夠運用常規句法語法進行綜合運用，并培養他們的學習模仿能力，并能形成總結的創造力。
Step 4.Post-writing（7mins)
The students check their essay with their partners . But they must refer to the following standards.
Questions Your evaluation Evaluator
Do you use the right tense 3 2 1
Is your essay complete (brief introduction, qualities and example, conclusion) 6 4 2
Do you use the linking words or sentences 5 3 1
How is the handwriting 3 2 1
Have you learnt the craftsmanship spirit from them 3 2 1
TOTAL MARK
After that , some students present their essays on the platform. (show one of them )
Purposes:學生進行自我評價和完善本次作文。對教與學的行為實施評價是改進的必要措施。此外，當同學們完成評價后， 一兩位同學上講臺來展示他們得作品，借此對中國傳統文化進行宣揚，增加自我的文化自信。
傳承中國文化---介紹魯班(范文)
生于工匠世家的魯班，是我國建筑鼻祖和木匠鼻祖。他的發明，比如鋸子.曲尺，傘等，使工匠們從繁重的勞動中解放出來，勞動效率成倍提高。
他也是一個創作者，他僅僅通過觀察一種植物的葉子，而創造出鋸子。他一生中，魯班不斷研究和創造來很多有用的工具。他的工具是如此的有用，以至于人們仍然使用他們。魯班為我們樹立了一個好榜樣，他是值得我們崇拜和尊敬的。
魯班獎的設立是為了讓后世子孫牢記魯班的創新和堅持不懈的工匠精神，也是中華民族不斷進步的精神力量。
One possible version:
Born into a family of craftsmen, Luban is the originator of Chinese architecture and carpenters. His inventions, such as the saw, the curved ruler, the umbrella and so on, freed carpenters from heavy labor and multiplied their labor efficiency.
He was also a creator who created a saw simply by observing the leaves of a plant. Throughout his life Luban continued to study and create many useful tools. So useful are his tools that people still use them .
People established the Luban Prize for Construction to let future generations remember Luban’s innovation and persistent of the craftsman spirit, which is also the spiritual strength of the continuous progress of the Chinese nation.
Step 5. Summary（2mins)
Praise the students ,and tell them I’ll choose some for Lily. Lily will be more than pleasured to see these essays. As a Chinese, it’s our duty to spread our traditional culture to foreigners. As a youth in China, it’s vital to learn from the old and create more. They should remember the spirit of the craftsmanship and the qualities they have.
Purposes:對本堂課的內容進行升華—增強學生的文化意識，用英語講好中國故事，向外國介紹美麗中國以及具有影響力的人物。并且強調工匠精神。
Step 6. Homework （2mins)
Enjoy a short video about Luban, a famous craftsman in Chinese history and write down something useful.
Purposes:通過通過觀看視頻，記下可以使用的單詞及了解魯班的工匠精神。（理解）
2.Finish writing this article.
你們學校正舉辦主題為“用英文講中國故事”的征文活動。請你以一位中國歷史人物為題寫一篇短文投稿，
內容包括：1.人物簡介及事跡 2.意義或啟示
Purposes:高考真題的加入，能使課程更貼合高考導向，并讓學生真切感知高考的難度及能力要求。(運用)
3.Do a research:
Do you know people around you who spend their whole lives doing the same thing (These thing don’t have to be great or influential.) Do you find some qualities from After that ,think about yourself. What kind of people do you want to be And what kind of qualities do you have to realize your value in life Write an essay about it.
People Qualities The people I want to be Qualities
Purposes:通過做調查的 過程，讓學生去發現普通人中或他們熟悉的人物中的一些具有工匠精神的人們，了解他們的品質及相似之處。并要求他們寫下自己未來要從事什么職業，以及需要具備什么樣的品質才能實現自己的人生價值。體現了人與自我這一大主題。(創新)
板書的設計的目的是幫助學生梳理出寫人物說明文必須的詞匯和句型，為下一步寫作做出鋪墊采用的方式是學生討論，然后上來寫出單詞或句型。老師進行補充。
四、學習評價：
課后，學生針對這堂課完成學習評價表（如下圖）。
附件2
遵義市“精準化教學”課前預習單（模板）
課題信息：教材版本（ 外研版 ）、第（選擇性必修第三冊 ）冊、第（ 二 ）單元、第（ 5 ）課、課題（Writing an expository essay ）
我的學習目標 基礎目標： 1）理解性技能：我能把握人物說明文的主要內容，結構以及語言特征； 2）表達性技能：我會根據表達的目的進行寫作，從而幫助Lily了解更多中國文化和歷史文物。 2. 發展目標： 文化知識：我能通過分析，思考和鑒別語篇包含或反映的社會文化視角，做出正確的價值判斷。了解工匠精神，升華工匠精神。 2）學習策略：元認知策略：我能計劃、監控自己的寫作過程，并依據標準對寫作行為和成果進行評價與反思； 認知策略：我能利用圖片等手段收集、整理信息；根據語篇類型和特點，了解篇章的主要內容和寫作意圖。 3）情感策略：我能有合作學習的意識，樂于分享學習觀點和具有樂于助人的精神。
我的研究 前測目的 呈現方式 信息技術推送、分析工具
任務一 Finish a writing status questionnaire for high school(高中學生寫作現狀的調查問卷) 為了了解高中生的寫作現狀以及對英語寫作的認識和看法，以便更好地服務教學 收集的相關信息 數智化創新服務AI辦公平臺 Surf the Internet
任務二 Read an E-mail from Lily,a friend of mine.And surf the internet to know something about the Lei family.Besides，the students should find out someone to recommend. Dear friends, I’m Lily, a friend of Ms. Wang’s. I come from USA. This summer ,I travelled some places of interest in China, such as the Summer Palace, Yuanmingyuan . I surprisedly find that these places were all built by members of the same family — the Lei family. So, I surfed the Internet , a passage caught my attention. After reading it, I am strongly passionate about this kind of people in China. Can you recommend someone in China and write a passage like this for me Looking forward to your reply. PS The passage about the Lei family is attached. Yours, Lily PS. You can send a link to a web page or screen recording. 創設語境，引出話題。 創設出這堂課的主題—通過寫一封介紹人物的說明文來幫助lily，并且通過這封郵件，引出“樣式雷”的文章)。 文字說明
我的問題 Who is the Lei family What did they do to attract Lily’s attention How can I get information about the Lei family Which Chinese person like the Lei family should I recommend to Lily 分析工具the Internet(Little Red Book, Google，Sohu....)
自我評價：星級評價
附件3
遵義市“精準化教學”課中任務單（模板）
課題信息：教材版本（ 外研版 ）、第（選擇性必修第三冊 ）冊、第（ 二 ）單元、第（ 5 ）課、課題（ Writing an expository essay ）
課 堂 進 程 環節 目標 主問題/主任務/追問補問 反饋方式（技術工具） 信息技術突破點（動畫、圖片、視頻；學科專用軟件；數字平臺、工具、資源等） 所需時間 學生可能出現的問題及對策 環節小結與過渡
Step1：Leading in and checking their homework Show the students ’ homework and lead in the Lei family. Got the information about the Lei family briefly Lead in Screen recording A short video 4mins 沒有做好充分資料的收集，通過視頻來引出樣式雷并補充相關信息 After the video and show the students the passage about the Lei family on their books.
Step 2： Pre-writing Show the students the passage that Lily found. Then , the student should read the passage. Activity 1: Read for understanding(Read to know the Lei Family Activity 2: Read for thinking There are something the students must know after reading this passage : 1.The main idea of this passage; 2.The tense, layout, linking words and sentences of an expository essay by ; 3.The spirit of the craftsmanship . Know more detailed information about the Lei family and the structure 詞云和表格 詞云圖片凸顯出本篇文章的主題以表格的形式，更直觀地培養 學生的語言理解能力和歸納能力（特別是處理第二和三段降低了學生的尋找信息的難度，給出例子讓學生歸納品質）。 PPT 14 mins 部分學生不能再有限的時間里找到相關信息，說明文的結構以及歸納出工匠品質,通過討論和ppt為學生提供相關信息 The students must know how to write an expository essay, which provided the material and direction for the subsequent writing.
Step 3：While-writing The students choose one person who demonstrates the spirit of craftsmanship to complete the notes. Then ,The students use what they’ve learned to help Lily and write an essay for her. Make the students digest what they have just learned and express their opinion freely. Cultivate their ability to learn and imitate. writing 12 mins 學生不能在有限時間完成寫作。補充相關短語，句型 Collect information about students’ completion.
Step 4.Post-writing The students check their essay with their partners . But they must refer to the following standards. After that , some students present their essays on the platform. The evaluation of teaching and learning behavior is a necessary measure for improvement. Students conduct self-evaluation and improve their essays. Projection screen 希沃 7mins 部分學生不能準確評估，給予他們相關分數幫助他們對自己與他人的作文進行正確評估 After the evaluation,I should publicize the tradition Chinese culture and increase the student’s cultural confidence.
Step 5. Summary Praise the students ,and tell them I’ll choose some for Lily. Lily will be more than pleasured to see these essays. As a Chinese, it’s our duty to spread our traditional culture to foreigners. As a youth in China, it’s vital to learn from the old and create more. They should remember the spirit of the craftsmanship and the qualities they have. Enhance students’ cultural awareness and emphasize the craftsman spirit. summarize pictures PPT 2mins “Tell Chinese stories in English” introduce beautiful China and influential people to foreign countries.
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遵義市“精準化教學”課后作業單（模板）
課題信息：教材版本（ 外研版 ）、第（選擇性必修第三冊 ）冊、第（ 二 ）單元、第（ 5）課、課題（Writing an expository essay ）
基礎題 檢測目標 通過觀看視頻，記下可以使用的單詞及了解魯班的工匠精神。(理解) 評價標準 分層推送、反饋工具及精準輔導方式
Enjoy a short video about Luban, a famous craftsman in Chinese history and write down something useful. 傳承中國文化---介紹魯班(范文) 生于工匠世家的魯班，是我國建筑鼻祖和木匠鼻祖。他的發明，比如鋸子.曲尺，傘等，使工匠們從繁重的勞動中解放出來，勞動效率成倍提高。 他也是一個創作者，他僅僅通過觀察一種植物的葉子，而創造出鋸子。他一生中，魯班不斷研究和創造來很多有用的工具。他的工具是如此的有用，以至于人們仍然使用他們。魯班為我們樹立了一個好榜樣，他是值得我們崇拜和尊敬的。 魯班獎的設立是為了讓后世子孫牢記魯班的創新和堅持不懈的工匠精神，也是中華民族不斷進步的精神力量。 One possible version: Born into a family of craftsmen, Luban is the originator of Chinese architecture and carpenters. His inventions, such as the saw, the curved ruler, the umbrella and so on, freed carpenters from heavy labor and multiplied their labor efficiency. He was also a creator who created a saw simply by observing the leaves of a plant. Throughout his life Luban continued to study and create many useful tools. So useful are his tools that people still use them . People established the Luban Prize for Construction to let future generations remember Luban’s innovation and persistent of the craftsman spirit, which is also the spiritual strength of the continuous progress of the Chinese nation. 水平1： 能分析語篇類型和語言特點，識別語篇為傳遞意義而選用的主要詞匯和語法結構，并了解中國優秀人物。 水平2： 使用所學語言知識和文化知識，綜合運用學習策略，確切地進行書面表達，傳遞信息。 水平3：在理解及運用地基礎上進行創新，并結合生活實際，對人物說明文類地文章進行再次鞏固。 推送工具：自行制作的愛AI動畫。（用英語講好中國故事） 反饋工具：希沃投頻 精準輔導方式：國家中小學智慧教育平臺中的學習資源 基礎教育精品課
變式題 檢測目標 高考真題的加入，能使課程更貼合高考導向，并讓學生真切感知高考的難度及能力要求。(運用)
2.Finish writing this article. 你們學校正舉辦主題為“用英文講中國故事”的征文活動。請你以一位中國歷史人物為題寫一篇短文投稿， 內容包括：1.人物簡介及事跡 2.意義或啟示
綜合題 檢測目標 通過做調查的 過程，讓學生去發現普通人中或他們熟悉的人物中的一些具有工匠精神的人們，了解他們的品質及相似之處。并要求他們寫下自己未來要從事什么職業，以及需要具備什么樣的品質才能實現自己的人生價值。體現了人與自我這一大 主題。(創新)
3.Do a research: Do you know people around you who spend their whole lives doing the same thing (These thing don’t have to be great or influential.) Do you find some qualities from After that ,think about yourself. What kind of people do you want to be And what kind of qualities do you have to realize your value in life Write an essay about it. People Qualities The people I want to be Qualities

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