《高中英语》（上外版）必修三第二单元 Art and Artists
学案(学生版)
课题：Banquet Speech (Comprehension) 课时学习目标：
能通过标题和背景信息，合理预测演讲的对象和内容；通过浏览文章首尾，了解演讲稿的基本结构；
能通过分析比较演讲中的细节，推测演讲要表达的隐含意思；
能通过小组讨论争议性话题，培养批判性思维能力。
I. Reading Preparation
Interactive Activity 1: Brainstorm the basic information about Dylan.
Q2: What is Bob Dylan
Q3: What messages are conveyed in his songs
Interactive Activity 2: Read the title and predict the purpose and the content of this speech. The Nobel Prize
Since 1901, the Nobel Prize has been presented to the winners on 10 December, the anniversary of Alfred Nobel’s death. At the award ceremony in the Stockholm Concert Hall, the king of Sweden hands each winner a diploma and a medal. The ceremony is followed by a large banquet for about 1300 people. Present at the banquet are the Nobel Prize winners and their families, the King and the Queen, and many well-known leaders in science and culture. Two hundred and fifty young students are also invited to this important occasion. After the award ceremony, prize winners usually give a lecture on a subject connected to their prize-winning work.
Q1: Who are the targeted audience
Q2: What is Bob Dylan going to talk about
II. Reading Reproduction
Interactive Activity 3: Read through the text and get the general idea of the speech by finishing the outline.
Paragraph - : greetings
Paragraph - : Bob Dylan’s feelings
Paragraph - the end: Bob Dylan’s reflection on his songs
Interactive Activity 4: Read Para.3-4 and explore Bob Dylan’s feelings in the speech.
Supporting details Feelings (n.)
I am sorry I can’t be with you in person, but I am definitely with you in spirit and honored to be receiving such a prize.
That I now join the names on such a list is truly beyond words.
If someone had ever told me that I had the slightest chance of winning the Nobel Prize, I would have to think that I’d have about the same possibility as standing on the moon.
Interactive Activity 5: Read the rest of the speech and figure out what Bob Dylan thinks of his songs.
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Step I. Find out commonalities between Bob Dylan and Shakespeare by filling the table.
Supporting details Commonalities
(Para.4) When he was writing Hamlet, I’m sure he was thinking about a lot of things: “Who are the right actors for these roles ” “How should this be staged ”(stage ie organize apublic event) (Para.4) But there are also more ordinary matters to consider and deal with. “Is the money matters in place ”( ie existing and ready to be used) (Para.5) But it’s my songs that are at the vital center of almost everything Ido. (Para. 6) But, like Shakespeare,I, too, am often occupied with both my creations and other ordinary matters. “Who are the best musicians for these songs ” “Am I recording in the right studio ” Some things never change, even in 400 years. In the creative process, they both consider ________________________________________ ________________________________________
(Para.4) I would bet that the farthest thing from Shakespeare’s mind was the question “Is this literature ” (Para.7) Not once have I ever had the time to ask myself, “Are my songs literature ” In the creative process, they never consider ________________________________________ ________________________________________
Step pare the giants’ literary works and Bob Dylan’s songs.
Supporting details Conclusions
Giants ’ literature (Para.3)I have been familiar with the works of those giants of literature, whose works are taught in the classroom and spoken of in respectful tones. In Bob Dylan’s eyes, they are
Bob Dylan’s songs (Para.5) I’ve made dozens of records and played thousands of concerts all around the world. (Para.5) They seemed to have found a place in the lives of many people throughout many different cultures and I’m grateful for that. Bob Dylan’s songs are _______________________
Step III. Answer the following questions based on the comparison above.
Q2: Does Bob Dylan think he deserves the Nobel Prize
Q3: What kind of person is Bob Dylan
III. Food for thought
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Interactive Activity 6: Discuss and share views on whether Dylan’s songs are literature.
Question: Do you think Bob Dylan’s songs are literature Why or why not
IV. Homework:
1. Read the text of Reading B fluently;
2. Work in groups of four and collect two artists’ information in different aspects concerning the artists themselves and their artworks;
Directions: With combined efforts of each group, collect some information about 2 artists in different aspects of their artistic lives and introduce them briefly.
Artist 1 ：
______________________
Aspects Brief introduction
Artist 2：
__________________ Aspects Brief introduction
3. Sort out the words and expressions related to the topic of this unit, and write them down in your word bank.
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《高中英语》（上外版）
必修 第三册
Period 1 Getting Started & Reading A
Period 2 Reading A & Vocabulary Focus Period 3 Grammar in Use
Period 4 Listening and Viewing
Period 5 Reading B
Period 6 Moving Forward
Period 7 Further Exploration & Critical Thinking
unit 2 Art and Artists
Period 5 Reading B
Reading B
Banquet Speech
1CU2 Art and Artists
课时学习目标：
1. 能通过标题和背景信息，合理预测演讲的对象和内容；通过浏览文章首尾，了
解演讲稿的基本结构；
2. 能通过分析比较演讲中的细节，推测演讲要表达的隐含意思；
3. 能通过小组讨论争议性话题，培养批判性思维能力。
By the end of the period, you are expected to:
1. make predictions based on the title and the background information and get the structure of the speech by scanning the beginning and the ending of the text;
2. find out the hidden meanings the speech expresses by inferring and comparing;
3. develop critical thinking ability towards controversial issues through group discussion.
Bob Dylan
What is Bob Dylan
What messages are conveyed in his songs
The Nobel Prize
Since 1901, the Nobel Prize has been presented to the winners on
10 December, the anniversary of Alfred Nobel's death. At the award ceremony in the Stockholm Concert Hall, the king of Sweden hands each winner a diploma and a medal. The ceremony is followed by a large banquet for about 1300 people. Present at the banquet are the Nobel Prize winners and their families, the King and the Queen, and many well-known leaders in science and culture. Two hundred and fifty young students are also invited to this important occasion. After the award ceremony, prize winners usually give a lecture on a subject connected to their prize-winning work.
Who are the targeted audience
What is Bob Dylan going to talk about
Banquet Speech
Paragraph 1 - 2 : his greetings
Paragraph 3 - 4 : his feelings
Paragraph 5 - the end: his reflection on his songs
How many parts can the speech be divided into How would you divide it
Supporting details
Feelings
Iam sorry I can’t be with you in person, but Iam definitely with you in spirit and honored to be receiving such a prize.
pity
gratitude
That I now join the names on such a list is truly beyond words.
surprise
If someone had ever told me that I had the slightest chance of winning the NobelPrize,I would have to think that I’d have about the same possibility as standing on the moon.
surprise
If you do something in person, you go somewhere and do it yourself
instead of doing it by letter , asking someone else to do it
What feelings does Bob Dylan show in his speech
If you say you will be with someone in spirit, you will not be with them but will be thinking about them
beyond description:
can’t be described in words
slight: small in degree
Para.3-4
Q1: Why does Dylan mention Shakespeare
Because Bob Dylan thinks that they have a lot in common.
Q2: In his opinion, what does he and Shakespeare have in common
Para. 4,6,7
Giants’ literature (Para.3)I have been familiar with the works of those giants of literature, whose works are taught in the classroom and spoken of in respectful tones.
influential
respectable
Bob Dylan’s songs (Para.5) I’ve made dozens of records and played thousands of concerts all around the world.
widespread
(Para.5) They seemed to have found a place in the lives of many people throughout many different cultures and I’mgrateful for that.
influential
What does Bob Dylan think of the giants’ literary
works and his songs
Q1: Does Bob Dylan think he deserves the Nobel Prize
Q2: What kind of person is Bob Dylan
Lyrics (歌词）
Messages
Musical influences
Your understanding of literature
Do you think Dylan’s songs are literature Why or
why not
Assignments
1. Read the text fluently;
2. Work in groups of four and collect two artists’ information in different aspects concerning the artists themselves and their artworks;
3. Sort out the words and expressions related to the topic of this unit, and write them down in your word bank.
Thank
you《高中英语（上外版）》必修第三册 Unit 2 Art and Artists
课时：第 5 课时 课题：Banquet Speech
课型：Reading (Comprehension)
教学设计与说明
1. 教学目标
本课为本单元的第 5 课时，核心目标为引导学生通过不同的阅读策略，了解获奖演讲 的框架及语言特征，概括归纳迪伦得知获奖后的情感态度，以及迪伦对其获得诺贝尔文学奖 的看法，进而讨论迪伦及其作品。
2 ．设计思路
本课先是通过检测在第四课时中留下的课后作业，来回顾迪伦的生平、歌曲中传达的信 息以及获得的重要奖项，从而引出演讲稿的背景即迪伦荣获诺贝尔文学奖。根据文章标题， 预测这篇演讲的目的和内容。接着，通过略读，理清文章的结构。这两个活动都是基于语篇 的学习理解类活动。
然后，通过问题引导、句子分析， 帮助学生理清迪伦在演讲中所表达的情感。再是通过 对比迪伦的歌曲和文学巨匠的作品，以及对比迪伦和莎士比亚在创作中的共同点，来剖析迪 伦对人们的质疑即“他的作品是否属于文学作品？他是否应该获得诺贝尔奖？ ”所做出的 回答。通过梳理、概括、整合信息，理解作者的情感、观点和立场。 这是深入语篇的应用实 践类活动。
最后，从迪伦的歌词的特征、传递的信息、歌曲的主题、音乐影响力或文学的本质几个 方面来讨论迪伦的歌曲是否是文学作品，通过发表个人观点和见解，培养学生的批判性思维 能力。这是超越语篇的迁移创新类活动。
3. 重点难点
梳理这篇演讲稿的逻辑链条；通过概括和比较核心信息，提炼文字背后的隐含意义，读 懂弦外之音；探讨迪伦的歌曲是否是文学作品，是否应该获得诺贝尔文学奖。
Lesson Plan
By the end of this period, students will be able to:
1. make predictions about the attendees and the content of the speech and get the structure of the speech by scanning the beginning and the ending of the text;
2. infer the messages the speech expresses by comparing some details in the speech;
3. develop critical thinking ability through a group discussion on the nature of literature .
Procedures:
I. Reading Preparation
l Interactive Activity 1: Review the basic information about Dylan.
*Teacher: Play a short clip of “Blowin in the wind” and ask students to talk about Bob Dylan based on
what they have learned in the last period and what they have done in their homework. *Students: Answer the teacher’s questions according to the information they’ve learned about Bob Dylan. *Purpose: To activate students’ prior knowledge about Bob Dylan.
Guided Questions:
What is Bob Dylan
What messages are conveyed in his songs
l Interactive Activity 2: Read the title and predict the purpose and the content of this speech.
*Teacher: Show students the introduction to the Nobel Prize. Present a picture of a banquet following the award ceremony of the Nobel Prize and guide students to understand the meaning of “banquet” . Ask students to guess the identities of attendees and predict the main content of the speech. *Students: Read the introduction; guess the meaning of “banquet” according to the picture; predict the target audience and the main content of the speech. *Purpose: To help students get the background of this speech and better predict its content.
Guided Questions:
Who are the targeted audience
What is Bob Dylan going to talk about
II. Reading Reproduction
l Interactive Activity 3: Read through the text and get the general structure of the speech by finishing the outline.
*Teacher: Ask students to read through the text and complete the outline by writing the number of paragraphs in the blanks. *Students: Read through the text and complete the outline. *Purpose: To help students get the general structure of this speech.
Guided Questions: How many parts can the speech be divided into How would you divide it
l Interactive Activity 4: Read Para.3-4 and explore Bob Dylan’s feelings conveyed in the speech.
*Teacher: Guide students to figure out the implied feelings behind many words and sentences through translation, analysis of sentence patterns and figures of speech. *Students: Read Para. 2-3 and try to use adjectives to describe Bob’s feelings after learning that he had won the Nobel Prize for literature. *Purpose: To help students understand Bob Dylan’s feelings in this speech.
Guided Question: What feelings does Bob Dylan show in his speech
l Interactive Activity 5: Read the rest of the speech and figure out what Bob Dylan thinks of his songs by finding the common points between songs and giants’ literary works, and between Bob Dylan and Shakespeare.
*Teacher: Ask students to think over the speaker’s intention of mentioning Shakespeare and to infer his
views on receiving the award. *Students: Find out similarities between Bob Dylan and Shakespeare and infer his reply to whether his songs are literature. *Purpose: To help students confirm Bob Dylan’s view that he deserves such a great honor by comparison.
Guided Questions:
Why does Bob Dylan mention Shakespeare
In his opinion, what do he and Shakespeare have in common
What does Bob Dylan think of the giants’ literary works and his songs
What kind of person is Bob Dylan
III. Food for thought
l Interactive Activity 6: Discuss and share views on whether Dylan’s songs are literature.
*Teacher: Guide students to discuss the question within a group of four. *Students: Discuss with group members and focus on one of the following aspects – lyrics of his songs, messages in his songs, his musical influence and your understanding of literature. *Purpose: To help students go over what’s learnt in class and think critically about the nature of literature.
Guide Question: Do you think Bob Dylan’s songs are literature Why or why not
IV. Homework
1. Read the text of Reading B fluently;
2. Work in groups of four and collect two artists’ information in different aspects concerning the artists themselves and their artworks.
3. Sort out the words and expressions related to the topic of this unit, and write them down in your word bank.《高中英语》（上外版）必修三第二单元 Art and Artists
学案(教师版)
课题：Banquet Speech (Comprehension) 课时学习目标：
能通过标题和背景信息，合理预测演讲的对象和内容；通过浏览文章首尾，了解演讲稿的基本结构；
能通过分析比较演讲中的细节，推测演讲要表达的隐含意思；
能通过小组讨论争议性话题，培养批判性思维能力。
I. Reading Preparation
Interactive Activity 1: Brainstorm basic information about Dylan.
Q2: What is Bob Dylan
Q3: What messages are conveyed in his songs
Reference answers:
2. He is a singer and songwriter.
3. Peace and freedom.
Interactive Activity 2: Read the title and predict the purpose and the content of this speech. The Nobel Prize
Since 1901, the Nobel Prize has been presented to the winners on 10 December, the anniversary of Alfred Nobel’s death. At the award ceremony in the Stockholm Concert Hall, the king of Sweden hands each winner a diploma and a medal. The ceremony is followed by a large banquet for about 1300 people. Present at the banquet are the Nobel Prize winners and their families, the King and the Queen, and many well-known leaders in science and culture. Two hundred and fifty young students are also invited to this important occasion. After the award ceremony, prize winners usually give a lecture on a subject connected to their prize-winning work.
Q1: Who are the targeted audience
Q2: What is Bob Dylan going to talk about
Reference answers:
1. All the other Nobel Prize winners, the members of the Swedish Academy and other guests who have made great contributions to society.
2. Answers may vary.
II. Reading Reproduction
Interactive Activity 3: Read through the text and get the general idea of the speech by finishing the outline.
Paragraph 1 - 2 : greetings
Paragraph 3 - 4 : Bob Dylan’s feelings
1/ 4
Paragraph 5 - the end: Bob Dylan’s reflection on his songs
Interactive Activity 4: Read Para.3-4 and explore Bob Dylan’s feelings in the speech.
Supporting details Feelings (n.)
I am sorry I can’t be with you in person, but I am definitely with you in spirit and honored to be receiving such a prize. pity, gratitude
That I now join the names on such a list is truly beyond words. surprise
If someone had ever told me that I had the slightest chance of winning the Nobel Prize, I would have to think that I’d have about the same possibility as standing on the moon. surprise
Interactive Activity 5: Read the rest of the speech and figure out what Bob Dylan thinks of his songs. Step I. Find out commonalities between Bob Dylan and Shakespeare by filling the table.
Supporting details Commonalities
(Para.4) When he was writing Hamlet, I’m sure he was thinking about a lot of things: “Who are the right actors for these roles ” “How should this be staged ”(stage ie organize a public event) (Para.4) But there are also more ordinary matters to consider and deal with. “Is the money matters in place ”( ie existing and ready to be used) (Para.5) But it’s my songs that are at the vital center of almost everything Ido. (Para. 6) But, like Shakespeare, I, too, am often occupied with both my creations and other ordinary matters. “Who are the best musicians for these songs ” “AmI recording in the right studio ” Some things never change, even in 400 years. In the creative process, they both consider something related to their works and some ordinary matter.
(Para.4) I would bet that the farthest thing from Shakespeare’s mind was the question “Is this literature ” (Para.7) Not once have I ever had the time to ask myself, “Are my songs literature ” In the creative process, they never consider whether their works are literature.
Step pare the giants’ literary works and Bob Dylan’s songs.
Supporting details Conclusions
Giants ’ literature (Para.3) I have been familiar with the works of those giants of literature, whose works are taught in the In Bob Dylan’s eyes, they are influential and respectful.
2/ 4
classroom and spoken of in respectful tones.
Bob Dylan’s songs (Para.5) I’ve made dozens of records and played thousands of concerts all around the world. (Para.5) They seemed to have found a place in the lives of many people throughout many different cultures and I’m grateful for that. Bob Dylan’s songs are widespread and influential.
Step III. Answer the following questions based on the comparison above. Q2: Does Bob Dylan think he deserves the Nobel Prize
Key: Yes.
Q3: What kind of person is Bob Dylan
Key: He is persistent, ambitious, aggressive, productive, successful, and modest.
III. Food for thought
Interactive Activity 6: Discuss and share views on whether Dylan’s songs are literature. Question: Do you think Bob Dylan’s songs are literature Why or why not
Answers may vary. For reference: Yes. I think his songs are literature and he is a poet. His lyrics are poetic and philosophical, conveying universal values of love and peace.
IV. Assignments:
1. Read the text of Reading B fluently;
2. Work in groups of four and collect two artists’ information in different aspects concerning the artists themselves and their artworks;
Directions: With combined efforts of each group, collect some information about 2 artists in different aspects of their artistic lives and introduce them briefly.
Artist 1 ：
______________________
Aspects Brief introduction
Artist 2：
__________________ Aspects Brief introduction
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3. Sort out the words and expressions related to the topic of this unit, and write them down in your word bank.
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