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视频标签：Hepburn
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视频课题：初中英语牛津译林版九年级上册9A Unit 7 Hollywood’s all-time best — Audrey Hepburn江苏省 - 淮安
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初中英语牛津译林版九年级上册9A Unit 7 Hollywood’s all-time best — Audrey Hepburn江苏省 - 淮安
Lesson plan of 9A Unit 7 Hollywood’s all-time best — Audrey Hepburn
Type of lesson:Reading I
I. Teaching aims:
By the end of the lesson, students will be able to 1. know more about Hepburn and her acting career; 2. grasp the main idea with the help of line of time;
3. find related details in the text and guess the meanings of new words and phrases from the context;
4. retell Hepburn’s experiences in different forms;
5. understand Hepburn’s beauty from outside to inside and express their feelings about Hepburn.
II. Teaching contents: 1. New words and phrases; 2. Reading skills.
III. Focus of the lesson and predicted areas of difficulty: 1. Retelling the text;
2. Guessing the meanings of new words and phrases. IV. Teaching procedures:
Step One : Pre-reading (about 2-3 mins)
Purpose of design: offer some background information and impress the students with Hepburn’s beauty.
(enjoy a video about Hepburn’s acting career) Two questions:
1. How many films are showed in the video? 2. What are they?
T: These films have the same lead role. Who is she? S: Audrey Hepburn.
T: Just from the posters, what do you think of her? S: Beautiful.
T: She is very very beautiful. She is a great beauty. (write it on the blackboard)
Step Two : While-reading (about 35 mins)
Purpose of design: lead the students to grasp the main idea, find related details, guess the meanings of new words and phrases and retell Hepburn’s experiences.
Part 1: (Para.7&Para.1)
T: But now, we can only enjoy her beauty in her films, because she has already died.
Read Para. 7 (three questions): 1. When did she die?
2. What did she die of?
3. When did she discover that she had cancer?
T: How did she die at last? (Find the sentence in Para. 7) S: She passed away peacefully in her sleep.
Think: 1. What made her leave the world in peace?
2. Why did the writer use “passed away” instead of “died”? (find the answer in
Para.1)
Part 2: (Fast reading) Activity:
Read Para. 2-5 and work in groups: 1. Complete the line of time; 2. Match the events with time;
3. Present your sheet. (in form of sentences)
Part 3: (Careful reading) Para.2
T: While travelling in different countries and cities, Hepburn grew up. She had different experiences during different periods of time. Now, magic will happen. Here is a time machine.
If you have a chance to go to the past, which Hepburn do you want to meet? S: ... ...
T: Hepburn is so beautiful. So I guess she must be very cute when she was a little kid. Let’s take the time machine and go back to 1937.
Task 1: Help Hepburn fill in the application form.
Task 2: Answer two questions about her experiences in London.
T: Is this period of time very important in her life? S: Yes.
T: Her dream of being a dancer and her experiences of being a model made her ready to be a great actress. (write it on the blackboard)
Para. 3
T: What change life? What led her to be an actress? Let’s go back to 1951.
Task 1: 1. Who is it? 2. Is it male or female? 3. What’s its job? Task 2: Complete Colette’s memoirs.
Task 3: Make up a dialogue between Hepburn and Colette. (imagine what they talked about when they first met according to the text)
T: Is this film very important in Hepburn’s life?
S: Yes.
T: Can you find the supporting sentence in Para. 3? S: It marked the beginning of her successful career.
Para. 4-5
T: The film brought Hepburn to the attention of the world. Since then, Hepburn had entered the film industry. What was her proudest moment? Let’s go back to 1953.
(enjoy a video of Oscar Awards Ceremony) T: How many nominees? S: Three.
Task 1: Help Hepburn complete her information. Task 2: Prepare an award speech.
Task 3: Find other achievements Hepburn got during her lifetime. (one in Para. 4, the other in Para. 5)
T: These awards (in Para. 5) were beyond the films. Which area did Hepburn devote her efforts to? S: UNICEF.
T: What do you know about UNICEF? S: ... ...
T: Here is a profile from UNICEF. It recorded Hepburn’s efforts in this area.
Task: Find out the mistakes in the profile.
T: Hepburn did so much for children. She worried about people and the world. She was a great humanitarian. (write it on the blackboard)
Step Three : Post-reading (about 5-7 mins)
Purpose of design: lead the students understand Hepburn’s beauty from outside to inside and express their feelings about Hepburn.
T: I learnt a lot from Hepburn’s experiences. So I wrote down my feelings. (my reading report)
Task 1: Read my reading report and fill in the blanks;
T: Hepburn is a perfect lady in my eyes. What’s Hepburn like in their eyes? If you are one of them, what would you say about her?
Task 2: Judge Hepburn in the tone of Colette, the director of Roman Holiday or an officer in UNICEF.
Task 3: Write your own reading report.
T: Just as you said,
As a great beauty, she deserved the gift from God. As a great actress, she worked to high standards. As a great humanitarian, she showed her kindness. She was beautiful from outside to inside.
As a result, she would leave the world peacefully.
Maybe we not as beautiful as Hepburn, but we can try to be a beautiful person inside.
Blackboard layout：
Unit 7Hollywood’s all-time best — Audrey Hepburn
a great beauty outside
peacefully a great actress
a great humanitarian inside
Reflection:
本节课向学生介绍了赫本的演艺生涯和慈善事业，让学生在时光穿梭中体会赫本由内而外的美。在课堂设计时，有以下几大特色：
1. 两大主线：本节课通过一个小组活动，按照时间顺序，让学生自己呈现出赫本一生所经历的大事件，一方面，让学生对文本有一个全局上的认识，另一方面，这条时间轴也成为了整节课的主线，贯穿始终，此为主线一；本节课还在分析文本的过程中，分析提炼出“a great beauty”, “a great actress”和“a great
humanitarian”三个层面，并且升华出由内而外的逻辑关系，进而体现赫本内外兼修的崇高人格，此为主线二。两线并行，从事件和情感两个维度让赫本的形象更加丰满。
2. 倒序追忆：本节课没有按照常规，从文章的第一段开始处理，而是从最后一段赫本去世开始说起，进而引出第一段人们对她的无限追思和怀念。然后通过时光穿梭机，开始回顾赫本的一生。这样的设计容易引发学生的思考：怎样的人会让全世界的人都为之哀悼，进而产生自主阅读并寻找信息的驱动力；
3. 思维含量：本文不拘泥于新单词核心词组的教授，也不局限在简单的寻找细节信息，在此基础上创设了旨在提升学生思考和探究能力的问题和活动。其一，通过猜词的形式引导学生联系上下文理解新单词和词组的意思；其二，质疑文中用词是否可以替换，来体会作者的语言之美；其三，通过框架和结构图引导学生思考段落之间的逻辑关系。
4. 多形式复述：复述是Reading I课型的教学目标之一，本节课并没有像传统形式那样复述，而是创设情境，以不同的形式复述，如：想象赫本和柯莱特第一次见面的情景，用对话的形式复述；颁奖者忘带颁奖词，以颁奖词的形式复述；
以柯莱特，《罗马假日》导演和UNICEF工作人员的视角来复述等。
疑惑和思考：
1. 从情感等深层次分析文本，是否僭越了Reading I和Reading II的界限； 2. 本节课结尾以写一篇感想收尾，是否僭越了Reading和Task课型的界限。
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