Good afternoon, distinguished judges.It's my great honor to be here interpreting my lesson on Unit 2, “Less Work, Developing Ideas, Masters of Time” from the new Standard Book 6 for Senior 2. I'll illustrate my teaching analysis from seven perspectives.
First, let's talk about the discourse. The passage starts with a brief introduction of the crafts, the main character Wang Jing, and the conclusion that the masters have become one with their work and the country's history. In the main body, through describing Wang Jing and his colleagues' contributions to clone restoration and Wang Jing's positive outlook on the art's future, it shows the masters' qualities and the value of their job. The narrative follows a general - specific - general pattern under the theme “human and self”. In this part, the writing technique of contrast is used, like the contrast between Wang Jing seeing himself as ordinary but being loved by admirers, and between Wang Jing and his students then and now, to highlight qualities like modesty and devotion. Also, expressions like “a race against time that can never be won” and “the test of time” emphasize the value of passing on and preserving the skill. Descriptions of timepieces and the restoration process highlight the masters' skill and patience. The passage aims to highlight the significance of the craftsmanship spirit in traditional Chinese culture, and students are expected to value this spirit and approach their study and future work with a craftsman's heart.
Now, for the student analysis. Students have learned English for years and have a strong language foundation. They can acquire major information, but they also want to learn more about spiritual power and learning methods. Emotionally, they're interested in the palace masters' work and life due to their curiosity about the Palace Museum. However, from my class observation, they have difficulty in analysis and critical thinking, which we'll address to develop their higher - order thinking. Before class, I asked students to preview some new words. In the previous unit, they knew about examples of the craftsmanship spirit, its contributions, and the dilemmas traditional crafts face.
Based on the discourse analysis, student analysis, and the new curriculum standard, four learning objectives are set. Students should understand the major information, analyze the passage structure from macro and micro levels, share views on the title “Masters of Time” and what they can do to pass on traditional skills and the spirit, and appreciate the positive spiritual power of choosing one thing for life in modern society. The most important part is guiding students to use different strategies to fully understand the text, though they may find it hard to analyze the discourse structure and share views on the spirit's value. To achieve these objectives, there are eight teaching procedures.