外研版（2019）必修 第二册Unit 4 Stage and Screen Developing ideas 教学设计（表格式）
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| 名称 | 外研版（2019）必修 第二册Unit 4 Stage and Screen Developing ideas 教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 17.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-08-17 21:22:41 | ||
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文档简介
Good Book, Bad Movie
主题语境：人与社会-文学、艺术与体育
语篇类型：议论文
授课时长：一课时（45分钟）
文本分析
本课是一篇阐释名著改编影视作品遭遇失败的原因的阅读文章。该文以各个名著为例阐释了两大原因并提出自己的观点。文章按照逻辑顺序展开。重点词汇主要涉及名著及观影感受等，如cinematic turkeys, storytelling, wonderland, escape, disappointed, live up to, to some extent, in its own right,original, 句式主要涉及有关感受的表达等。本文的价值取向在于学生通过本文的学习，对比中外文化艺术异同，鉴赏中外优秀传统文化，树立国际视野，涵养家国情怀，坚定文化自信。
学情分析
本班学生英语基础较好，学习态度较认真，学习热情高。学生已基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点，以及批判评价方面的能力都比较欠缺。此外，虽然本课与学生日常生活联系紧密，但受制于有限的语言储备，学生在语言表达时可能不够完整、丰富。
教学目标
在本课学习结束时，学生能够:
1.获取并梳理文中作者的论点论据及举例论证方式等基础性信息;
2.概括、整合中外名著要素，建构结构化知识；
3.借助可视化图形，小组合作复述；
4.评价作者观点，发表自己关于名著改编影视作品的观点；
5.小组合作完成讲演，介绍一本名著，描述改编版的电影并阐释自己观点；
6.对比中外文化艺术异同，鉴赏中外优秀传统文化，树立国际视野，涵养家国情怀，坚定文化自信。
步骤 教学活动 设计意图 互动模式
Pre-reading
Step 1 Ss watch a video about classics and compare the books with their adaptation. 利用视频创设情境，引出主题，理解关键词汇。 IW
Step 2 Ss discuss their opinons in groups and share their answers with the whole class. 导入主题，激活学生已有的关于解决问题的认知和经验。 IW GW
While-reading
Step 3 1st reading for main idea Ss read the title “Good book, bad movie " and pictures and predict what might be talked about in the text. T invites Ss to read the passage and find out which of the books in Activity 1 are mentioned. 整体感知文章，培养学生根据题目插图预测文章及速读获取文章大意的能力。 IW
Step 4 2nd reading for details T asks each student to read the text carefully again and match the opinions to the examples from the passage; then share and revise their answers in groups. Ss are encouraged to use a dictionary if they come across any new words. T invites two groups to show their answers and then describe them. During the retelling, T draws a mind map on the blackboard. 获取并梳理文中作者的论点论据及举例论证方式等基础性信息。概括、整合中外名著要素，建构结构化知识。借助可视化图形，小组合作复述，在描述的过程中引导学生内化结构化新知和关键语言，并根据语篇表层信息启发深度思考。 IW GW
Step 5 3rd reading for theme Based on the information from the text and the mind map, T asks Ss to answer the following questions: 1.What do you think “There are a thousand Hamlets in a thousand people’s eyes” means 2. What books would you like to see made into movies Why Ss share their summaries and give evidence to support their conclusions first in groups and then with the whole class. 评价作者观点，发表自己关于名著改编影视作品的观点。培养学生批判性及发散性思维品质，提高发现问题解决问题的能力。 IW GW
Post-reading
Step 6 Ss work in groups to prepare their talk describing the titles, points of view and reasons.Ss present first in groups and then with the whole class. Ss and T together reflect and summarise what has been learned. 小组合作完成讲演，介绍一本名著，描述改编版的电影并阐释自己观点，引导学生超越语篇，用所学语言做事情，推动迁移创新。 GW CW
Homework
备注： Ss: Students T: Teacher IW: Individual work GW: group work CW: Class work
主题语境：人与社会-文学、艺术与体育
语篇类型：议论文
授课时长：一课时（45分钟）
文本分析
本课是一篇阐释名著改编影视作品遭遇失败的原因的阅读文章。该文以各个名著为例阐释了两大原因并提出自己的观点。文章按照逻辑顺序展开。重点词汇主要涉及名著及观影感受等，如cinematic turkeys, storytelling, wonderland, escape, disappointed, live up to, to some extent, in its own right,original, 句式主要涉及有关感受的表达等。本文的价值取向在于学生通过本文的学习，对比中外文化艺术异同，鉴赏中外优秀传统文化，树立国际视野，涵养家国情怀，坚定文化自信。
学情分析
本班学生英语基础较好，学习态度较认真，学习热情高。学生已基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点，以及批判评价方面的能力都比较欠缺。此外，虽然本课与学生日常生活联系紧密，但受制于有限的语言储备，学生在语言表达时可能不够完整、丰富。
教学目标
在本课学习结束时，学生能够:
1.获取并梳理文中作者的论点论据及举例论证方式等基础性信息;
2.概括、整合中外名著要素，建构结构化知识；
3.借助可视化图形，小组合作复述；
4.评价作者观点，发表自己关于名著改编影视作品的观点；
5.小组合作完成讲演，介绍一本名著，描述改编版的电影并阐释自己观点；
6.对比中外文化艺术异同，鉴赏中外优秀传统文化，树立国际视野，涵养家国情怀，坚定文化自信。
步骤 教学活动 设计意图 互动模式
Pre-reading
Step 1 Ss watch a video about classics and compare the books with their adaptation. 利用视频创设情境，引出主题，理解关键词汇。 IW
Step 2 Ss discuss their opinons in groups and share their answers with the whole class. 导入主题，激活学生已有的关于解决问题的认知和经验。 IW GW
While-reading
Step 3 1st reading for main idea Ss read the title “Good book, bad movie " and pictures and predict what might be talked about in the text. T invites Ss to read the passage and find out which of the books in Activity 1 are mentioned. 整体感知文章，培养学生根据题目插图预测文章及速读获取文章大意的能力。 IW
Step 4 2nd reading for details T asks each student to read the text carefully again and match the opinions to the examples from the passage; then share and revise their answers in groups. Ss are encouraged to use a dictionary if they come across any new words. T invites two groups to show their answers and then describe them. During the retelling, T draws a mind map on the blackboard. 获取并梳理文中作者的论点论据及举例论证方式等基础性信息。概括、整合中外名著要素，建构结构化知识。借助可视化图形，小组合作复述，在描述的过程中引导学生内化结构化新知和关键语言，并根据语篇表层信息启发深度思考。 IW GW
Step 5 3rd reading for theme Based on the information from the text and the mind map, T asks Ss to answer the following questions: 1.What do you think “There are a thousand Hamlets in a thousand people’s eyes” means 2. What books would you like to see made into movies Why Ss share their summaries and give evidence to support their conclusions first in groups and then with the whole class. 评价作者观点，发表自己关于名著改编影视作品的观点。培养学生批判性及发散性思维品质，提高发现问题解决问题的能力。 IW GW
Post-reading
Step 6 Ss work in groups to prepare their talk describing the titles, points of view and reasons.Ss present first in groups and then with the whole class. Ss and T together reflect and summarise what has been learned. 小组合作完成讲演，介绍一本名著，描述改编版的电影并阐释自己观点，引导学生超越语篇，用所学语言做事情，推动迁移创新。 GW CW
Homework
备注： Ss: Students T: Teacher IW: Individual work GW: group work CW: Class work