资源简介
牛津译林版英语九上第七单元Reading
Hollywood’s all-time best—Audrey Hepburn教学设计
主题语境：人与社会——对社会有突出贡献的电影明星
语篇类型：人物介绍性文章
授课时长：一课时
文本分析
本文是一篇介绍英国著名音乐剧和电影演员Audrey Hepburn的阅读文章，文章难度适合九年级。在一些较偏远地区或学生英语学习基础比较薄弱的地区，该文章适合八年级下学期。
从文本内容来看，该文介绍了好莱坞最著名的影星之一Audrey Hepburn的演艺生涯以及她在结束演艺生涯后为贫困儿童所做的贡献。
从文本语言看，重点词汇主要涉及电影和表演等，如actress, humanitarian, lead, role, major, effort, princess, angel等，句式主要涉及演艺生涯，词汇还涉及有关演艺生涯的专业词汇和人物品质。
从文本结构看，文章按照Audrey Hepburn一生的时间的顺序展开。第1段总述Audrey Hepburn的一生；第2段讲述Audrey Hepburn在进入电影业之前的工作；第3~5段讲述Audrey Hepburn的演艺生涯；第4段讲述Audrey Hepburn在退出电影业后所做的慈善工作；第7段讲述Audrey Hepburn的逝世。
本文的价值取向在于学生通过本文的学习，体会到Audrey Hepburn作为著名的影星在电影业获得的突出成就和他作为亲善大使在慈善方面所做的贡献。
学情分析
本班学生英语基础较弱，学习态度较认真，学习热情高。学生已基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点，以及批判评价方面的能力都比较欠缺。此外，虽然学生对电影行业有一定程度的了解，但此前与之相关的知识结构并不系统，对外国电影业了解不全面，对影星应具有的品质和精神缺乏深层理解，对Audrey Hepburn和她的电影都比较陌生。
教学目标
在本课时学习结束时，学生能够：
获取梳理文中有关Audrey Hepburn演艺生涯和所做慈善的事实性信息；
概括、整合、阐释Audrey Hepburn作为电影明星所取得的成就；
推断Audrey Hepburn成为优秀电影明星并受人尊重的优秀品质并举例论证；
以Audrey Hepburn演艺生涯和慈善工作中的优秀品质为依据，举行模拟答记者问；
总结优秀电影明星的品质和精神，即不仅要有精湛的演技，还要有爱心和社会担当。
教学重点
学生通过阅读，获取有关演艺生涯和所做慈善的事实性信息，整合推断出成为优秀电影明星并受人尊重的优秀品质。
教学难点
学习Audrey Hepburn的一生；在组织模拟答记者问的活动中，总结出优秀电影明星的品质和精神，达到对电影明星优秀品质的深层次理解。
教学资源
教材、多媒体课件、学案、黑板和粉笔。
教学过程
备注：
Ss:Students T:Teacher
IW:Individual work GW:Group work CW:Class work
步骤 教学活动 设计意图 核心素养提升点 互动时间&模式
Pre-reading
Step1 Free talk T invites Ss to watch a video and have a free talk. . Who is your favourite film star (2). Why do you like him Ss think about the Qs and share their ideas with their classmates. 创设情境，引出主题。 语言能力：通过多模态语篇培养学生看（viewing）和观察的能力。 2’ CW
Step 2 Thinking T invites Ss to think, “What do you think is the most important quality of a film star ” Ss discuss in groups and then share their understanding with the whole class. 创设语境，导入主题激活学生已有的关于电影的认知和经验。 3’ GW
While-reading
Step 3 1st reading Ss read the title Hollywood's All-time best-Audrey Hepburn and predict whether the title is complete. T invites Ss to add nouns to make it complete. Ss skim the text to check their answers and find out what type of text it is. T and Ss discuss and list the feature and the organization of this kind of writing (who, what, when, where, how...&in order of...). 引出学生问题，形成阅读期待。 关注文章体裁，了解文章结构，为提取和归纳基本信息做准备。 语言能力：获取、概括信息。 5’ IW
Step 4 2nd reading T asks each students to scan the text and circle the words and phrases about time and draw a flow chart. 提取有关Audrey Hepburn的背景信息和基本事实性信息。 思维品质：利用结构图分析、概括和整合信息。 5’ CW
Step 5 3rd reading T asks Ss to read through the text and then work in groups to illustrate the structure of the text and the main idea of each part.(GW) Ss share and explain their structure and main ideas. Ss read Para.1 and answer: Why is the title incomplete Why did the world feel sad Which paragraph echoes (呼应) paragraph 1 Ss share their ideas in groups and compare them with the ones on the board. (GW) Ss read Para.7 and answer: Why did the author use pass away instead of die Ss share their ideas and give reasons to their answers. Ss read Para.2-6 and find out the transitional sentences(过渡句) . Para.2 She worked as a model before becoming an actress. Para.3 That event marked the beginning of her successful career. Para.6 Hepburn’s achievements went beyond the film industry. T summarizes that transitional sentences(过渡句) will make our article more logical(逻辑性). Ss read Para.2 and try to retell Hepburn’s early life according to a mind map. Ss read Part.3-5 and fill in the blanks and think: Which work matters most during Hepburn's acting career Why Ss give ideas and find out evidences in the text to support their ideas. Ss read Part.3 again and answer: Had Hepburn played any major roles before What does it imply(暗示) Thinking: If you were the director,will you choose Hepburn to play the lead role Why or why not Ss think creatively and give reasons to explain their answers. Ss read Part.4-5 again and answer: How did Hepburn become world-famous How many Oscar nominations did Hepburn get Thinking: Why is Always the last film of Hepburn Ss think deeply and infer the reason according to the time clues. Ss read Part.6 and find out the topic sentences. What did she do beyond the film industry What does “this area” refer to in this paragraph Ss try to identify the reference in the text. 进一步梳理细节信息，概括和整合Audrey Hepburn的演艺生涯和慈善工作，在描述阐释的过程中实现内化。 学生自主阅读，按照自己的理解，梳理、归纳文本信息，体验作者的思维过程。 引导学生发现并深入理解Audrey Hepburn优秀品质。 语言能力：提取概括信息；描述阐释意义。 语言能力：整合运用语言进行表达；描述阐释意义；提出自己的问题。 思维品质：分析论证、推理判断作者的观点。 20’ IW
Post-reading
Step6 Practice Ss are invited to retell Hepburn’s life in groups of 4 in order of time. Work in Groups of 4 and each choose one part to retell. S1: Introduction S2: Hepburn's early life S3: Hepburn's acting career S4: Hepburn's later life Ss read the text again and then in groups to discuss the qualities of Audrey Hepburn based on what he did, giving evidence to support their conclusions. For example, Audrey Hepburn is “caring and loving” because she worked closely with UNICEF to help children in poor areas. Ss and T together reflect and summarize what has been learned. 多角度深度理解文本，语境中关注词汇的学习，活动中训练思维与表达。 巩固并整合所学语言和内容，学生通过得体提问和理性回答，进一步加深对Audrey Hepburn精神的理解。师生共同探讨电影明星的品质，体现迁移创新。 深化主题意义，加强德育浸润，迁移创新。 引导学生概括总结内容。 语言能力：整合运用语言进行表达；描述阐释意义；提出自己的问题。 思维品质：分析论证、推理判断作者的观点。 文化意识：联系现实生活，思考作为电影明星的责任和担当。 学习能力：自主学习；合作学习。 8’ GW &IW
Homework Option1: write an article on your favourite film star in order of time. Option2: Find more about Audrey Hepburn on the internet. 拓展话题内容，巩固课上所学。 通过网络拓宽学习渠道。 学习能力： 梳理所学内容，迁移应用创新。 2’ IW
Blackboard design Hollywood's All-time best- Audrey Hepburn
课后反思
本课时在整个读中活动过程中，始终体现学生视角，给学生丰富的时间进行read and answer, read and guess, read and analyze, read and think等活动。教师遵循学生的认知规律，分步骤、有次序的引导学生阅读和思考。本课时中教师引导学生通过一系列阅读并自我提问，渐进式地发展他们阅读思维能力，使学生从以前阅读课上消极被动的接受者变成积极、主动的思辨者。
同时，在阅读文本的过程中教师强调语篇的人际意义，关注学生与文本互动。在读文本的同时不仅强调了语言知识的学习，而且特别注重语言知识在建构和表达意义的过程中所起的作用，作者究竟是如何利用词汇、语句和语篇、语用等方面的知识来表达意义，体会文中情感的。本节课学生配合度较高，因此给了我跟大的信心继续鼓励学生勇于探究，培养学生具有好奇心和想象力，抓住其在学习内容和对学生水平要求螺旋上升的特点，侧重学生思维意识的启发和习得。
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