2024-2025学年译林英语九年级上册9A Unit7Films案例分析

译林英语9A Unit7Films案例分析 案例背景： 阅读是一种互动过程，读者与文章之间的互动至关重要。著名的语言学家克里斯汀·纽塔尔认为，作者将自己的思维转化为语言，构建出一篇篇文章，而读者则需要解读这些文章，获取其中的信息。在阅读过程中，每个环节都应该考虑到心理效应，突出语言的实际运用以及语篇的整体结构。 深度学习是在深刻理解的基础上，学习者具备批判性地探索新知识、新理论的能力，同时能够将学习的体验、感知和领悟融入已有的知识框架之中，从而能够将已掌握的知识运用到新的情境中，以此来增强学生解决问题和自主学习的能力。 案例描述： 译林英语9A unit7 是关于电影的一个单元。通过本单元的学习，学生了解到不同种类的电影名称以及他们所喜爱的电影明星。话题涉及到大家熟悉的话题-电影。学生谈论不同类型的电影，他们喜欢的电影以及他们喜欢的演员。本课讲述的是奥黛丽赫本，好莱坞最受欢迎、最漂亮的女影星之一。我精心设计学生感兴趣的学习任务，并且借助于多媒体，把奥黛丽赫本的许多漂亮的电影海报和照片呈现给学生，增加趣味性和直观性，给学生带来一种美的享受，让学生愉快的掌握知识，注重创设语境，采用启发式教学方法。 学情分析 九年级学生对电影明星有一定的了解，能够恰当地表达自己的观点，完成交际任务。通过已有的生活经验和认知结构，可以更好地帮助学生理解阅读材料。 案例分析： 9A Unit 7 Films Reading1 Hollywood’s all-time best-- Audrey Hepburn 阅读前 1.设置高阶思维的阅读教学目标 以译林英语9A Unit 7 Films Reading1为例，。“三维目标”设计如下： Teaching aims and learning objectives 1. Understand the meanings of some new words in the context. 2. Use different strategies to know about the life of Audrey Hepburn 3. To learn to describe one’s life. Teaching contents 1. New words and phrases: all-time, dancer, lead, role, mark, lifetime, final, peacefully, pass away, catch one’s attention 2. New structure: That event marked the beginning of her successful career. Hepburn spent her last few years working closely with UNICEF so that she could help poor children in different parts of the world. She passed away peacefully in her sleep. Focus of the lesson and predicted are of difficulty 1. Understand Hepburn’s acting career and achievements beyond the film industry during her life. 2. Encourage Ss to describe their favourite film stars. Teaching procedures Step 1 Lead in 1. Enjoy some pictures and ask “What is your favorite actor or actress?” 2. Guess Kitty’s favourite film star according to the description. (Audrey Hepburn) 3. Watch a video and present Audrey Hepburn. [设计意图]通过这个任务，调动学生的积极性，为学习本课奠定了基础。 Step 2 Presentation 1. New words Learn to guess the meanings of new words by showing some pictures. Read the new words more often. 2. Pre-reading 1. To get the main idea of the article from the title, pictures and the first paragraph. 2. Watch a video about some cultural background information about Hollywood. 阅读中 构建真实语言学习场景，增强英语阅读思维的逻辑性为了让学生身临其境，感受真实的语言环境，我们可以播放一段奥黛丽赫本的电影片段，让学生深入了解奥黛丽赫本，从而为他们打造一个真实的语言学习场景。设计了一系列理解性、应用性和开放性问题串，帮助学生进行深入阅读并培养他们的阅读思考能力。学生在真实的阅读环境中，通过整合所学知识，识别适当的表达方式，培养语言意识和英语感知能力，有效地传达意义、提升技能、获得体验。在引导学生研读文本的过程中，通过提出引导性或启发性问题，帮助他们建立并培养问题意识，提高他们的质疑和解疑能力，促进思维的发展。 3. While-reading 1. Ss skim the article and match the main idea of the article with each part. Part 1 (paragraph1) Hepburn’s main introduction Part 2 (paragraph2) Hepburn’s early life Part 3 (paragraph 3-5) Hepburn’s acting life Part 4 (paragraph 6-7) Hepburn’s late life [设计意图]通过这个任务，让学生对文章主体大意有所了解。。 2. Ss read paragraph1 to get the key words---a great beauty, a great actress and a great humanitarian. 3. Audrey Hepburn’s Early life Ss read paragraph 2 and complete Hepburn’s profile. Date of birth On 4th May 1929 Place of birth Belgium Her interest dancing Dream of a ballet dancer Working experience a model, an actress, a humanitarian Encourage the Ss say something about Hepburn with their own words according to the profile. [设计意图]通过这个任务，让学生对奥黛丽赫本有了初步了解。 4. Audrey Hepburn’s Acting life Ss read Para.3-5 and find out some big events in Audrey Hepburn’s acting career. Write the numbers 1-6 in the boxes. a. Hepburn met Colette in France. b. Hepburn had four more Oscar nominations c. Roman Holiday was a big success d. Hepburn won an Oscar for Best Actress e. Always-Audrey Hepburn’s last appearance in a film f. Hepburn played the lead role in the play Gigi Keys: 1, 5, 3, 4, 6, 2 Say something about each event with their own words. [设计意图]通过这个任务，让学生对奥黛丽赫本的演艺生涯更加清楚明了。 5. Audrey Hepburn’s Late life Ss read Para.6-7, and fill in the blanks. Hepburn’s_________ went beyond the film industry. She bdgan to work for _____ in the 1950s. Hepburn spent her last few years _______ closely with UNICEF so that she could help poor _______ in different parts of the world. She won many awards because of her this area. In 1991, Hepburn discovered that she had _______. On 20 January 1993, she _______ peacefully in her sleep. [设计意图]通过这个任务，让学生对奥黛丽赫本进一步的了解，把爱奉献给需要的孩子们，是一位伟大大的人道主义者，。 4. Post reading Encourage the Ss to retell the story in groups of five, using the table below to help them. On 4 May 1929 born in Belgium As a child boved dancing, dreamed of, moved to, worked as In 1951 met Colette, played the lead role, marked the beginning Two years later played the lead role, became world-famous, won the Oscar During her lifetime have four more Oscar nominations In 1989 made her final appearance, an angel In the 1950s began to work for, spent…working closely with In 1991 discovered cancer On 20 January 1993 passed away peacefully in her sleep [设计意图] 巩固本节课所学的内容，进一步掌握，并培养学生小组合作的能力。 Step 3 Discussion 1. Interview Suppose you are an interviewer. You want to interview your classmate about Audrey Hepburn. Work in pairs, try to ask at least five questions about her. A: Where and when was she born? What was her dream before she entered…? Which film made her famous? How many Oscars did she win? … (as many questions as you can) B: … 2. Show the Ss a video of Hepburn’s life, ask them to look back on her life and think about : What makes her so great” Achievement= chance + effort + kindness 3. What can we learn from Audrey? Show some idioms to make a summary. [设计意图]通过这个任务，让学生对奥黛丽赫本更深层的理解，不仅是一个名著的演员，而且是一位伟大的人道主义者。 阅读后 帮助学生掌握奥黛丽赫本一生的主线要点，通过发展性评价来激发他们的思维What makes her so great？让他们在总结的基础上不断拓展思维，提高英语阅读能力。激发学生的深度学习，提高他们在英语阅读方面的创造性思维。这样的问题可以激发学生的思考和创造力。 Step 4 Homework 1. Remember the new words in this lesson. 2. Make a poster of Audrey Hepburn. 教学反思 贯穿这节课的主线是奥黛丽赫本，好莱坞最受欢迎的、最漂亮的女影星。围绕这条主线设计了多个教学活动。在设计教学任务时，充分体现阅读课的特点，从学生的角度出发，通过设置不同的任务，在教学过程中，借助多媒体，增加趣味性和直观性，激发学生的学习兴趣，调动学生的学习积极性。注重创设语境，采用启发式教学方式，问题的设置，由简到繁，由易到难，循序渐进。学生完成各种形式的任务，语言能力得到发展的同时，思维能力，与人共处的合作精神也得到了培养。在实施任务型教学时，教师要加强自己的课堂话语，提高自己的组织能力，课堂管理和调空能力，本人将继续钻研教材，钻研教法，不断提高自身的教学能力。 小结 我们认为，学生的深度学习英语阅读能力并非天生具备，需要在老师的指导下不断练习，全神贯注地参与其中，体验到成功的喜悦，从中获得成长。我们坚信，教师引领学生进行深度学习将提升学生的英语阅读思维素养，使他们受益终身。 参考文献： [1]冯锐，任友群.学习研究的转向与学习科学的形成[J].电化教育研究，2009(2)：23-26. [2]Marton F,Saljo R.On Qualitative Difference in Learning:Outcome and Process[J].British Journal of Educational Psychology,1976(46):4-11. [3]安德森.布卢姆教育目标分类学(修订版)[M].北京：外语教学与研究出版社，2009. [4]Smith TW,Colby S A.Teaching for Deep Learning[J].The Clearing House,2007(5):205-211. [5]余凯，等.深度学习的昨天、今天和明天[J].计算机研究与发展，2013(9)：1799-1804. 1 学科网（北京）股份有限公司 $$