高中英语北师大版（2019）必修一：Unit 3 Viewing workshop 教学设计

教学设计
课题
M1U3
Viewing
workshop
Paper-cutting
课型
视听说
主题语境
人与社会—剪纸
材料形式
视频
指导思想与理论依据
一．《普通高中英语课程标准（2017年版）》关于看和说的学业质量水平一（即合格考命题依据）要求如下：1能通过看，抓住日常生活语篇的大意，获取其中的主要信息、观点和文化背景；能借助多模态语篇中的非文字资源，理解语篇的意义。2.
能基于所看内容，进行推断、比较、分析和概括。
二．《普通高中英语课程标准》还指出，英语学习活动的设计应以促进学生英语学科核心素养的发展为目标，围绕主题语境，基于口头和书面等多模态形式的语篇，通过学习理解、应用实践、迁移创新等层层递进的语言、思维、文化相融合的活动，引导学生加深对主题意义的理解。在本节课中以上这些理念将得以践行。
教学内容分析
【what】
本课是北师大版普通高中课程标准必修模块一第3单元Viewing
workshop
的Paper-cutting，本课的主题是中国剪纸，本单元的视听课。剪纸作为中国的民间传统艺术形式，源远流长，在2002年，剪纸还被联合国教科文组织评为世界文化遗产。本视频就是从剪纸的历史，象征意义和用途三个方面来介绍剪纸。因为剪纸寓意着幸福，好运和富有，所以它被广泛地应用到人们的生活中，为了装饰，纪念或设计图样等各种不同的用途。由于video太长，内容较多，所以我将视频截成两段以降低难度。
【why】
作者通过视频（有音有形）的方式向学生们介绍凝结了中国人民智慧的剪纸艺术的真正涵义，即剪纸是民间用来传达对美好生活的向往以及对亲人朋友的祝福、思念的艺术设计；激发学生们对于中国剪纸的设计价值、美学价值、文化价值、历史价值产生精神上的共鸣。
【how】
本视频的文本内容结构清晰：开头是总体简介剪纸，包括剪纸的历史，地位，象征意义，用途。第二部分从剪纸使用的地点及用途具体介绍了剪纸的三种类型（for
decoration,
for
religious
purpose,
for
design
patterns），最后一部分总结剪纸到今天已经从一种装饰发展成为一门艺术。文章结构如下：
本节课在语言能力方面，培养学生利用视听的方式了解剪纸的相关信息；在文化意识方面，引导学生了解中国剪纸的文化意义和美学价值，深化学生对于中国传统文化的认识，培养审美情趣；在思维品质方面，通过问题设置注重培养学生的概括能力和逻辑思维能力；在学习能力方面，引导学生通过开展视听后活动，使其基于所学所感在新的情境下有所迁移和有效运用。
学情分析
从整体看，学生能够从多模态的资源中获取信息，处理信息，简单表达自己的想法，也能够归纳概括信息，
但在内化信息和深入阐述自己观点方面有困难。
关于剪纸，学生只知道人们在节日里贴剪纸表达祝福，希望之情，而对于剪纸的历史，类别，具体用途和寓意知之甚少。基于这种情况，在进行视听说教学时教师应设计能激发学生兴趣的问题和情境去激发学生的思考意识，真正让学生在语言能力和学习能力上有所提升。此外，高一学生处于思维可塑性较强，同时价值观相对模糊，需要教师引导，因此，教师要设计深度思考问题，促使学生思维品质，文化意识的提升。
教学方式与教学手段：
Task-based
Learning,
individual/pair/group
work
Multi-media,
PowerPoint,
blackboard,
chalks,
Textbook,
handouts
教学目标设计
At
the
end
of
this
class,
students
will
be
able
to
introduce
the
history,
types
and
symbolic
meanings
of
Chinese
paper-cutting
;
describe
some
certain
paper
cuts
and
explain
their
detailed
meanings;
choose
proper
paper
cuts
according
to
their
meaning
for
different
occasions;
3)
develop
a
right
attitude
towards
the
history
and
development
of
Chinese
paper-cutting
and
try
to
appreciate
and
inherit
it.
教学重点和难点
Teaching
important
points:
Find
out
the
history,
types
and
symbolic
meanings
of
Chinese
paper-cutting.
Teaching
difficult
points:
Choose
proper
paper
cuts
for
different
occasions
according
to
their
symbolic
meanings.
教学过程与教学资源设计
教学目标
活动形式与步骤
活动意图
活动层次
学习效果评价
Step1(3’):
激发兴趣,导入主题
Lead-in(3’)
Students
watch
a
video
of
Chinese
paper
cuts
before
class
to
appreciate
the
unique
beauty
and
then
answer
questions?
What
do
you
know
about
Chinese
paper
cuts?
What
do
you
want
to
know
about
Chinese
paper
cuts?
Today
you
will
watch
a
presentation
about
Chinese
paper
cuts
and
see
whether
you
can
get
the
answer
that
you
want
to
know.
Arouse
students’
interest
and
lead
in
topic
感知注意
学生能够充分表达自己对剪纸的已知，对探索剪纸的更多信息表现出兴趣。
Step
2（20’）
While-
viewing
通过视听提取主要信息，并内化巩固
(5’)While-watching（the
whole
video）：
Students
watch
the
whole
video
of
the
presentation
to
check
their
prediction
and
write
down
the
key
words
of
the
presentation,
then
work
in
groups
to
complete
the
structure
of
the
presentation.
Let
students
check
their
prediction
and
figure
out
the
main
idea.
获取概括
学生能够在老师的引导和同伴的帮助下，梳理并说明关于剪纸的历史，象征意义，使用场合和用途的信息。
2.
(5’)While-watching
(part
1):
Students
watch
the
beginning
part
of
the
presentation
and
then
answer
questions：
（1）When
do
paper
cuts
date
back
to
in
history？And
what
role
does
it
play
these
days?
（2）What
does
it
symbolize?
（3）What
are
the
purposes
that
people
use
paper
cuts
for?
Let
Ss
get
the
details
about
the
the
introduction
of
Chinese
paper
cutting
获取与梳理
3.（5’）
Students
watch
part
2
and
finish
the
questions
and
matching
the
images
and
meanings
of
paper
cuts.
Q:（1）
When
do
people
use
paper
cuts?
（2）Where
do
people
attach
paper
cuts?
List
at
least
5
places
or
occasions.
（3）Match
the
images
and
meanings
of
paper
cuts.
1.
Lead
Ss
to
get
to
understand
the
three
types
of
Chinese
paper
cuts
2.
Cultivate
students’
ability
in
analyzing,
comparing
and
summarizing.
概括整合
4.(5’)Students
play
a
game：
A
student
pick
a
paper
cut
to
describe
it
and
talk
about
its
meaning.
Teacher
can
prepare
4-6
different
paper
cuts
for
students
to
practice.
Input
the
language
used
to
describe
paper
cuts.
描述与阐释，内化与巩固
Step
3
Group
work(12’)
输出展示
Teacher
will
design
3
situations
and
divide
the
whole
class
into
3
sections
to
do
the
task
in
groups
of
4.
Situation
A
for
Section
1:
Your
sister
is
going
to
get
married
next
week,
what
paper
cuts
will
you
use
to
decorate
her
new
house?
Why?
Situation
B
for
Section
2:
You
are
going
back
to
your
grandma’s
home
to
celebrate
the
coming
new
Spring
Festival,
what
paper
cuts
will
you
use
to
decorate
her
house?
Why?
Situation
C
for
Section
3：
Your
foreign
teacher
Med
and
his
girlfriend
will
go
back
to
his
country
soon,
you
want
to
give
each
of
them
a
Tang
suit
since
they
like
it
very
much.
And
you
will
decide
which
paper
cuts
will
be
used
as
the
design
patterns
of
the
suits.
Give
your
reasons
for
your
choices.
To
check
whether
Ss
have
grasped
the
essential
knowledge
about
paper
cutting
and
inspire
Ss
to
use
it
in
the
real
life.
2.
To
consolidate
what
Ss
have
learnt
through
cooperation
and
sharing.
迁移创新
学生能够运用课堂所学关于剪纸的知识和语言特征，在同伴的互相启发下完成教师布置的任务，在日常生活中恰当运用剪纸。
Step
4
(5’)
深度思考
培养思维品质，升华主题
Step
4:
Deep
thinking
in
groups
1.“Nowadays,
paper
cutting
has
changed
from
decoration
to
a
kind
of
art.”
---What
do
you
think
the
future
of
paper
cutting
will
be
like?
2.What
should
we
do
to
inherit
it?
Inspire
Ss
to
develop
a
right
attitude
towards
the
history
and
development
of
Chinese
paper-cutting
and
try
to
appreciate
and
inherit
it.
推理论证，升华主题
学生能够对中国剪纸的设计价值、美学价值、文化价值、历史价值有更深刻的理解，并能进一步去思考如何去传承剪纸这一文化遗产。
Homework
Students
write
an
essay
to
introduce
paper
cutting
for
the
foreign
teachers
of
our
school.
To
consolidate
what
Ss
have
learned
in
class.
巩固内化
(
meaning
)
(
It
means
It
symbolizes:
It
is
believed
that:
How
to
inherit
it?
1.
2.
3.
)
板书设计
(
dates
back
to
...
)
Paper
cutting/paper
cuts
(
Chinese
Paper
cutting
)
(
h
istory
)
(
listed
as
a
world
cultural
heritage
)
(
happiness,
good
luck,good
fortune
)
(
meanings:
ha
)
(
usages/
types
)
(
1.
decoration
2.
religion
3.
design
patterns
)
(
2
)