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視頻標簽：Looking good
所屬欄目：高中英語優質課視頻
視頻課題：高一英語譯林版必修第一冊Book1 Unit4 Looking good, feeling good Extended reading -- Don’t judge a book by its cover第8課時
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高一英語譯林版必修第一冊Book1 Unit4 Looking good, feeling good Extended reading --- Don’t judge a book by its cover第8課時
| 第8課時 | Book1 Unit4 Extended reading --- Don’t judge a book by its cover | |||
| 1.教材分析 |
What：本語篇是一篇雜志文章，首先介紹了當下青少年對于個人外表存在的消極觀念，并分析了這些消極觀念產生的原因：媒體宣揚的審美標準和同伴群體的影響，在此基礎上，作者提出了消除這些消極觀念的三條建議：不盲目追求美的既定標準、肯定自我的獨特性、轉移注意力；最后，作者鼓勵青少年不要“以貌取己”，學會肯定自我，接納自我，欣賞自我。 How： 本文以提出問題，分析問題，解決問題，點明主旨的議論文結構，通過擺事實、講道理展開議論，邏輯性強，觀點明確。 Why：鼓勵學生做自己，欣賞自己，正確看待外貌，認識到自己的優勢，體會內在美遠比外在美重要。  |
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| 2.學情分析 | 高一新生剛步入高中，新的環境、新的學習內容、新的同伴群體都會讓學生面臨各方面的挑戰。處于青春期階段的學生自我意識不斷提高，對美的正確觀念必須樹立，才能有助于學生樹立正確的自我認知，學會自我欣賞，培養積極的人生態度，因而本課學習尤為重要。在知識技能方面，一方面，學生英語方面的知識儲備還不夠豐富，需要較多時間去深入理解語篇，補充更多信息，對于邏輯關系的梳理更需要特別關注；另一方面，學生經過本單元前面課時的學習，對美的認識和對自我的認識已經有所思考，這將有助于學生開展對本課時的學習。 | |||
| 3.教學目標 |
During this period, students will: 1. Language skills: employ prior knowledge and strategies to read Don’t judge a book by its cover and then deepen understanding about beauty; 2. Thinking qualities: develop logic thinking by figuring out the problem-solving structure of the text and critical thinking by appreciating beauty from different aspects; 3. Learning abilities: learn useful expressions and use them flexibly in stating personal opinions on some Chinese sayings about physical appearance; 4. Cultural awareness: find out the common points of different cultures by talking about Chinese and English sayings about physical appearance. |
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| 4.*重點難點 |
Students can use the mind map to comb through the structure of the article and understand the meanings of some sentences or phrases. Students can talk about their opinions on some Chinese sayings about physical appearance. |
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| 5.教學過程 | 教學目標 | 教學活動與步驟 | 評價要點 | 時間與互動模式 |
| 學生認識理解標題含義。 |
Step 1 Leading in 1. Interact with students T: I think you must be very good at English because I read your expectation from your eyes…I think you must be a straight A student because you look like so… S: Yes / No 2. T leads Ss to understand the title: Don’t judge a person by his appearance |
學生能聽取信息并進行合理應答；并能依據情景和經驗推斷標題的含義。 |
CW/IW 5' |
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| 設計意圖：緩和緊張氣氛;拉近師生距離；自然引入主題：Don’t judge a book by its cover | ||||
| 學生獲取文章基本信息和結構，強化邏輯思維。 |
Step 2 First reading 1. T invites Ss to divide the article into 4 parts and conclude the main idea of each part (problem, causes, ways, conclusion) 2. T stresses the problem-solving structure of an argumentation according to the map |
學生能閱讀理解文本大意；并依據段落大意合理梳理文章結構。 |
CW/IW/PW 8' |
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| 設計意圖：梳理文章結構，幫助學生形成對文章整體的認識，為他們后面提取關鍵信息和深層思考做準備。 | ||||
| 學生理解文章細節信息，并根據補充信息深化理解，從多維度認識美，做出正確思維判斷。 |
Step 3 Second reading 1. T invites students to read part 1 to figure out: 1).Which word helps the author raise the problem? (Unfortunately) 2).What does “that” refer to? (Judge a book by its cover) 2. T helps Ss to realize beauty has no standard and cannot be defined 3. T invites Ss to judge which is the reason why the social media make the problem even worse (It is much easier for us to see friends’ updates on social media) 4. T invites Ss to judge which way can help us build confidence. (Play a ball game we are good at) 5. T encourages Ss to judge themselves by the inside (part 4). |
學生能通過讀、看、聽、思，做出合理判斷，深化對文章細節詞匯表達的理解，同時深化對主題的理解。 |
CW/IW 12' |
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| 設計意圖：幫助學生深刻認識文章細節信息，并結合實際思考理解，拓展思維，加深對主題的理解和對美的認知。 | ||||
| 學生多維度認識高中生應追求的美，培養創新思維。 |
Step 4 Brainstorming T invites Ss to brainstorm: What is the real beauty for teenage students? (brave, energetic, active, unique, true, young) |
學生能結合自身，列舉學生應具備的美好品質；創造性思維得以訓練。 |
CW/IW 2' |
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| 設計意圖：引導學生結合實際自主思考，認識到作為一名高中生應該展現的美麗姿態。 | ||||
| 學生通過闡述對中國有關美的習語的觀點，強化對美的正確認知。 |
Step 5 Discussing T asks Ss to talk about their opinions about some Chinese sayings about physical appearance. |
學生能結合身邊事例、運用所學知識，對相關習語展開觀點陳述；口語表達能力得以培養。 |
PW/CW 8' |
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| 設計意圖：鼓勵學生對一些中國習慣用語展開討論，訓練學生語言能力，幫助學生認識到內在美的重要性和世界文化的共通性。 | ||||
| 學生樹立正確的審美觀，學會接納自我，欣賞自我 |
Step 6 Appreciating 1. T summarizes with the saying: Beauty is being the best possible version of yourself on the inside and out. (Audrey Hepburn) 2. T plays the song Try (Colbie Caillat) |
學生能在傾聽欣賞的過程中反思并受到鼓勵，擺正觀點，學會欣賞自我 |
CW/IW 3' |
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| 設計意圖：引發學生對內在美和外在美的深刻認識；以歌曲Try傳達的含義讓學生學會拋去外在客觀因素，欣賞自己，做最美高中生。 | ||||
| 6.板書設計 |
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| 7.作業布置 |
1. Read or sing and appreciate the poem I am Me. 2. Read the article A Few Tips for Self-acceptance(2020年全國Ⅰ卷) and complete the exercise. |
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| 8.教學反思 |
學生在每個環節基本都能達到預設的教學目標。特別值得教師思考的是： 1）正處于青春期的高中生一方面可能因為敏感不樂意去談論個人的容貌，另一方面可能長時間都專注于學業，對自己的外貌的美丑真的沒有特別的關注，因而，類似于“what dark thoughts about physical appearance do you have?”這樣的問題是不適宜在課堂上向學生提出的,不如向學生展示更多當下容貌焦慮的普遍性，引發學生深思該如何應對這一焦慮，避免將來陷入這樣的焦慮狀態。 2）文章結構梳理環節可能需要給學生更多的提示和要求，以免學生受限于書本A練習中的導圖。更好地考驗學生的邏輯思維能力和語言總結能力。 3）討論環節應在學生準備之前更加鼓勵學生利用身邊事例區闡述論證自己的想法，有一位學生通過闡述“餐廳服務人員需要穿戴整潔吸引客戶用餐”來表達對 “人靠衣裝馬靠鞍”這一說法的支持，值得學習。 |
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視頻來源：優質課網 www.jixiangsibao.com
