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(共20张PPT)
Writing a Movie Review Based on SRSD
2019新外研版 必修二 Unit4 Developing Ideas
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Analysis of teaching material
Interpretation of the guidelines
Analysis of students
Objectives
contents
目录
01
04
03
02
Teaching procedure
05
Reflection
06
传播
【大观念】- 艺术无界、文化共通
了解中外不同的舞台和荧屏艺术形式
中国：川剧、春晚、相声外国：芭蕾、外国歌手演
唱会、法国荒诞剧
Lesson 1
Starting out &vocabulary
感受中外艺术完美融合的舞台艺术形式
京剧《哈姆雷特》观后感
Lesson 2 Understanding ideas
芭蕾舞剧《牡丹亭》观后感
Lesson 3
Using language
包容不同风格的舞台艺术形式
了解世界著名的露天音乐会
Lesson 4
Listening
客观评判不同的艺术表现形式
论说文学作品转换成影视艺术形式不成功的原因
Lesson 5
Developing ideas
写关于《公主日记》的影评
Lesson 6
Writing
传播美好艺术作品，形成跨文化意识。
了解
欣赏
包容
鉴赏
Lesson 7
Presenting ideas
电视节目类型：卡通、新闻、才艺秀、喜剧短片、记录片、脱口秀
学会安排如何参加音乐会
Theme
Textbook
Human and Society
Why
How
What
content
meaning
structure
language
a movie review
highlight the theme and introduce the “2 mains” to make good comments
elements, structure, expressions
think critically
analyse structure
appreciate language
comparative reading to get critical thinking
Discourse
elements, structure & language
express opinions with critical thinking
Students
Relevant language
Text analysis capabilities
Critical thinking
Output capabilities
Structure of review
Teaching design
Interest and desire
Potential cultural misunderstanding
Grammar mistakes
Key problems
Can Ss use correct and proper language？
Can Ss write in proper structure of review？
Key
Problems
Can Ss make critical judgments on movies
Language skills
Cultural awareness
Critical thinking
Learning ability
Objectives
1
get the key elements and structure of a movie review
2
obtain useful expressions related to movie reviews
3
4
make critical judgments on movies
create a movie review
Evaluate
Analyze
Apply
Understand
Remember
create
（Bloom etc., 1956）
学习中心视阈下教学关键问题的解决
Similarities
Self-Regulated Strategy Development (SRSD)
Core
learning processes
knowledge
strategies
independent learning
Develop Background Knowledge
(Harris etc., 2013)
Support It
Independent Performance
Model It
Memorize It
Discuss Writing Strategy
1
2
3
4
5
6
Self-Regulated Strategy Development (SRSD)
Design purpose：attract interests and stimulate what they have learned before and get them know what they will do.
Background Knowledge(2 min)
strategy
model
memorize
support
performance
evaluation
Activity 1
Background Knowledge
strategy
(15 mins)
model
memorize
support
performance
evaluation
Activity 2
Design purpose：To train Ss to summarize the main idea of each part and conclude the elements ，language and structure of a review.
Background Knowledge
strategy
model
（1min）
memorize(10s)
support
performance
evaluation
Activity 3
Design purpose：To train Ss to use mnemonics to remember the elements and structure of a review.
Evaluate
Analyze
Apply
Understand
Remember
create
1
get the key elements and structure of a movie review
2
obtain useful expressions related to movie reviews
Language skills
Activity 2-3
Background Knowledge
strategy
model
memorize
support（4mins）
performance
evaluation
Activity 4
Design purpose：To improve their critical thinking and improve comprehension of movie review.
Evaluate
Analyze
Apply
Understand
Remember
create
make critical judgments on movies
3
Critical thinking
Background Knowledge
strategy
model
memorize
support
performance（10 mins）
evaluation
Activity 5
Design purpose：To promote the integrated competence of using English language.
Evaluate
Analyze
Apply
Understand
Remember
create
4
write a movie review
Learning ability
Cultural awareness
Background Knowledge
strategy
model
memorize
support
performance
evaluation
(7 mins）
Activity 6
Design purpose：To promote the integrated competence of using English language.
Evaluate
Analyze
Apply
Understand
Remember
create
Learning ability
Assignment
Design purpose：To help students personalize their learning with AI and improve their indepdent learning.
Learning ability
Evaluate
Analyze
Apply
Understand
Remember
create
1.Lack of attention to individual differences in class
2.Give the specific film: Ne Zha, ignoring some students may be not interested in it.
Reflection
教育部.普通高中英语课程标准（2017 年版）［M］.北京:人民教育出版社，2018.
Bloom B S, Englehart M D, Furst E J, et al. Taxonomy of educational objectives: the classification of educational goals, handbook I: cognitive domain[M]. New York: Longmans Green, 1956.
Harris, K. R., Graham, S., Friedlander, B., & Laud, L. (2013). Bring powerful writing strategies into your classroom! why and how. The Reading Teacher, 66(7), 538-542.
Reference
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