牛津译林版(2020)高中英语必修第二册Unit1 Lights,camera,action! Integrated skills教学设计 （表格式）
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| 名称 | 牛津译林版(2020)高中英语必修第二册Unit1 Lights,camera,action! Integrated skills教学设计 （表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 58.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-14 20:17:05 | ||
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必修二--Unit 1 Lights, camera, action!
Integrated skills: writing--film review
文本分析
基于课标
主题语境 人与社会---赏析电影
语篇类型 电影影评
语言知识 根据The King’s Speech 对于该电影的相关描述，梳理关键词语，用于理解和表达电影的基本介绍以及对它的评论。分析语篇类型，帮助学生了解电影影评的基本结构，加强语用意识。
文化知识 了解西方国家的电影背后的文化思想，通过欣赏电影作品，了解东西方国家之间的差异。
语言技能 通过听说读看等活动发展学生的理解性技能与表达性技能。从语篇中提取主要信息，理解电影影评的主要内容与写作逻辑框架，促使学生能够学会写电影影评。
学习策略 元认知策略，认知策略，交际策略与情感策略
基于语料
What The King’s Speech 是一篇电影影评，主要介绍了该电影的基本内容以及作者对它的评价。
Why 以观影人的视角来介绍电影的基本信息以及给予评价，写作者能够掌握相关描述性词汇的表达。
How 本文是按照影评写作的基本逻辑框架构建的，包括基本信息，故事线，评论以及是否推荐。通过阅读影评，读者能够决定是否观看电影。
学情分析
授课对象是某高中高一年纪某班的学生。经过一学期的英语写作训练，已经具备英语写作的基本能力，能够对文本进行分析以及概括。但是对于如何写电影影评知之甚少。通过介绍电影影评的基本结构与主要内容，有利于学生进行有效的语言输出。
教学目标
通过借助多模态语篇资源分析电影影评The King’s Speech的主要内容与基本结构，学生能够了解一篇完整的电影影评的基本内容与清晰的逻辑框架，以及合适的语言表达，例如运用形容词进行细节描写，即注重学生的语言输入与输出能力的结合，培养其语言能力。同时培养引导学生注重语篇类型，培养其主题意识。
通过写作前，写作中，写作后的一系列活动，学生能够掌握写作技巧以及培养合作交流的人际能力，进行自主学习，合作学习和探究学习，优化学习方式，提升学习能力。
通过探索电影背后的情感价值，学生能够发展其思维品质，促进其品质的健康发展。
通过观看各个国家的电影，学生能够认识到各个国家背后的文化价值，以及东西方文化的差异，以开放与包容的态度接纳差异性，努力实现跨文化交际。
教学重难点
教学重点：
梳理清楚电影影评The King’s Speech 的主要内容与逻辑框架，引导学生理清每一段的主要内容与主要功能。从而概括总结电影影评的基本写作顺序，主要内容与逻辑结构。
培养学生运用形容词进行细节描写的能力，教师帮助学生找出范文中运用的形容词，通过语境，有助于学生理解为什么以及如何用形容词。
教学难点：
理解电影影评的主要内容，逻辑框架，语言表达以及如何在真实英语写作中运用它们。
鼓励学生找到自己喜欢的电影并且发表自己的看法，进而写出一篇完整的电影影评，包括该电影的人生哲理以及文化价值。
词汇以及句型的恰当运用。
教学流程
Step 1 lead-in （5 minutes）
Direction:
The teacher presents a video about reviews of a movie within 2 minutes. And then students can express their opinions freely based on it in English. ( What is your feeling after watching this video )
After students expressing their opinions, the teacher should present some reviews occurring in this video on the power point again. And Teacher should ask them one question: what are they Can you give your opinions
(Justification: The video can arose students’ interests and grasp their attention. More importantly, it can elicit the topic of this class---film review.)
Step 2 Pre - writing （12 minutes）
Activity 1: Introduce the The King’s Speech (4minutes)
Direction: Teacher presents a video about the episode of The King’s Speech about 2 times on the power point. And then Teacher present some selections concerning of the video that students needs to choose the correct one.
A It narrates the King who suffers from terrible speech problem, but he overcomes it finally.
B It is a unreal story because the King does not have a trouble in his speech.
(Justification: The video can grasp students’ attention and help then follow the class’ pace; Selections of A and B can assist them to comprehend the main plot more easily.)
Activity 2 Introduce the basic information of film review. (4minutes)
Writing a film review
Dos Don’ts
1... 1...
2...
3... 2...
4...
5... 3...
*They are same as the part A1 and A2 on page 8. Students finished them.
(Justification: By indicating the requisition of writing a standard film review, students can use them directly with a high efficiency. )
Activity 3: Exercise aiming to find corresponding information. (4minutes)
Find key information of The King’s Speech about the film review according to the above charts and teacher stress them on the power point. Teacher can assist students to analyze them based on paragraphs.
Students should find adjectives the author used and teacher stress them on the power point too.
(It can help students get the main information about how to write a film review, and then they can apply them into real writing.)
Step 3 While-writing (20minutes)
Direction:
1.Students start to write by imitating The King’s Speech paragraph by paragraph. They can choose one movie freely. But teacher should offer some movies on the power point in case of some students have no ideas.
2.The whole writing process can be divided into four parts. And each part should give them about five minutes. And teacher should offer assistance to students when they are writing. Every paragraph should be presented on each page of power point one by one. Teacher should control time and remind them of noticing it.
3.Teacher are supposed to offer students some good expressions including sentence and words.
(Justification: it is the most important step in the process of writing. Students can practice it by themselves.)
Step 4 Post-writing (8minutes)
Activity 1: Self review (4minutes)
Direction: Students should check their work according to certain principles by themselves.
Activity 2: Peer review (4 minutes)
Direction: Students should change their work with their partner.
(Justification: By reviewing, they can revise their work depending on certain principles. )
Homework
Students continue to perfect their work and submit it in the next class.
Integrated skills: writing--film review
文本分析
基于课标
主题语境 人与社会---赏析电影
语篇类型 电影影评
语言知识 根据The King’s Speech 对于该电影的相关描述，梳理关键词语，用于理解和表达电影的基本介绍以及对它的评论。分析语篇类型，帮助学生了解电影影评的基本结构，加强语用意识。
文化知识 了解西方国家的电影背后的文化思想，通过欣赏电影作品，了解东西方国家之间的差异。
语言技能 通过听说读看等活动发展学生的理解性技能与表达性技能。从语篇中提取主要信息，理解电影影评的主要内容与写作逻辑框架，促使学生能够学会写电影影评。
学习策略 元认知策略，认知策略，交际策略与情感策略
基于语料
What The King’s Speech 是一篇电影影评，主要介绍了该电影的基本内容以及作者对它的评价。
Why 以观影人的视角来介绍电影的基本信息以及给予评价，写作者能够掌握相关描述性词汇的表达。
How 本文是按照影评写作的基本逻辑框架构建的，包括基本信息，故事线，评论以及是否推荐。通过阅读影评，读者能够决定是否观看电影。
学情分析
授课对象是某高中高一年纪某班的学生。经过一学期的英语写作训练，已经具备英语写作的基本能力，能够对文本进行分析以及概括。但是对于如何写电影影评知之甚少。通过介绍电影影评的基本结构与主要内容，有利于学生进行有效的语言输出。
教学目标
通过借助多模态语篇资源分析电影影评The King’s Speech的主要内容与基本结构，学生能够了解一篇完整的电影影评的基本内容与清晰的逻辑框架，以及合适的语言表达，例如运用形容词进行细节描写，即注重学生的语言输入与输出能力的结合，培养其语言能力。同时培养引导学生注重语篇类型，培养其主题意识。
通过写作前，写作中，写作后的一系列活动，学生能够掌握写作技巧以及培养合作交流的人际能力，进行自主学习，合作学习和探究学习，优化学习方式，提升学习能力。
通过探索电影背后的情感价值，学生能够发展其思维品质，促进其品质的健康发展。
通过观看各个国家的电影，学生能够认识到各个国家背后的文化价值，以及东西方文化的差异，以开放与包容的态度接纳差异性，努力实现跨文化交际。
教学重难点
教学重点：
梳理清楚电影影评The King’s Speech 的主要内容与逻辑框架，引导学生理清每一段的主要内容与主要功能。从而概括总结电影影评的基本写作顺序，主要内容与逻辑结构。
培养学生运用形容词进行细节描写的能力，教师帮助学生找出范文中运用的形容词，通过语境，有助于学生理解为什么以及如何用形容词。
教学难点：
理解电影影评的主要内容，逻辑框架，语言表达以及如何在真实英语写作中运用它们。
鼓励学生找到自己喜欢的电影并且发表自己的看法，进而写出一篇完整的电影影评，包括该电影的人生哲理以及文化价值。
词汇以及句型的恰当运用。
教学流程
Step 1 lead-in （5 minutes）
Direction:
The teacher presents a video about reviews of a movie within 2 minutes. And then students can express their opinions freely based on it in English. ( What is your feeling after watching this video )
After students expressing their opinions, the teacher should present some reviews occurring in this video on the power point again. And Teacher should ask them one question: what are they Can you give your opinions
(Justification: The video can arose students’ interests and grasp their attention. More importantly, it can elicit the topic of this class---film review.)
Step 2 Pre - writing （12 minutes）
Activity 1: Introduce the The King’s Speech (4minutes)
Direction: Teacher presents a video about the episode of The King’s Speech about 2 times on the power point. And then Teacher present some selections concerning of the video that students needs to choose the correct one.
A It narrates the King who suffers from terrible speech problem, but he overcomes it finally.
B It is a unreal story because the King does not have a trouble in his speech.
(Justification: The video can grasp students’ attention and help then follow the class’ pace; Selections of A and B can assist them to comprehend the main plot more easily.)
Activity 2 Introduce the basic information of film review. (4minutes)
Writing a film review
Dos Don’ts
1... 1...
2...
3... 2...
4...
5... 3...
*They are same as the part A1 and A2 on page 8. Students finished them.
(Justification: By indicating the requisition of writing a standard film review, students can use them directly with a high efficiency. )
Activity 3: Exercise aiming to find corresponding information. (4minutes)
Find key information of The King’s Speech about the film review according to the above charts and teacher stress them on the power point. Teacher can assist students to analyze them based on paragraphs.
Students should find adjectives the author used and teacher stress them on the power point too.
(It can help students get the main information about how to write a film review, and then they can apply them into real writing.)
Step 3 While-writing (20minutes)
Direction:
1.Students start to write by imitating The King’s Speech paragraph by paragraph. They can choose one movie freely. But teacher should offer some movies on the power point in case of some students have no ideas.
2.The whole writing process can be divided into four parts. And each part should give them about five minutes. And teacher should offer assistance to students when they are writing. Every paragraph should be presented on each page of power point one by one. Teacher should control time and remind them of noticing it.
3.Teacher are supposed to offer students some good expressions including sentence and words.
(Justification: it is the most important step in the process of writing. Students can practice it by themselves.)
Step 4 Post-writing (8minutes)
Activity 1: Self review (4minutes)
Direction: Students should check their work according to certain principles by themselves.
Activity 2: Peer review (4 minutes)
Direction: Students should change their work with their partner.
(Justification: By reviewing, they can revise their work depending on certain principles. )
Homework
Students continue to perfect their work and submit it in the next class.