U3L5 Viewing workshop教学设计

skybamboo

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
板书设计 Paper cutting/paper cuts