教研组主题式每周一课研讨活动开课申报及课后评价、反思一体化
教研组
英语
开课主题
M8 U4 Reading
研究主题
基于学生思维品质培养的高中英语阅读教学
开课教师
荆琴芳
开课班级
高二(10)
开课时间
2019年6月5日上午第4课
开课地点
高二（10）班 弘毅楼101
课前与研究主题有关的理论学习记载
《普通高中英语课程标准》把思维品质列入英语学科核心素养，并将其界定为：一个人的“思维个性特征，反映其在思维的逻辑性、批判性、创造性等方面所表现的能力和水平”。思维的逻辑性主要表现为思维的规则和规律，具体涉及概念、判断和推理等心智活动。思维的批判性在于质疑、求证的态度和行为，不茫然接受一种观点，也不武断地拒绝一种思想，通过正确的途径，求证事物的真假。思维的创造性侧重于求异、求新，不墨守成规，敢于想象，善于改变，推陈出新。
本节课主要探究高中英语阅读教学中的设问策略。从读前、读中、读后叁个环节探究如何优化设问方式,培养学生思维的深刻性、灵活性、广阔性、敏捷性、创造性和批判性,进而提升学生的思维品质以及英语学科核心素养。
课后评价活动记载
课后与研究主题有关的教学反思
本节课所选用的文章是电视节目的文字本，介绍了世界各地的电影节。文章采用了对话形式，语言本身难度不大。因此，在设定教学目标时，我把重点放在了阅读技巧和批判性地思考文章内容上面。在处理文章内容的时候，我利用了一张表格（students’ handout）快速地梳理了文章的主要内容。在梳理了文章主要内容的基础上，让学生自然而言地去探讨本文中涉及到的阅读技巧——如何查找相似点和不同点。经过填写表格，学生能比较快速地找到体现相似点和不同点的关键句，并能比较准确地找到标志性的词汇、短语或句型。在此基础上，学生进行了brainstorming， 整理和积累了更多的标志性词汇。本节课比较顺利地实现了学习目标一和学习目标二。
1) 为了实现学习目标三----批判性地评价各个电影节，我设置了各个梯度的问题：1) According to the article, how to define the phrase “independent thinking” ? 2) Why does the Sundance Film Festival only include small, independent films? 3) What do you think of the criterion set up by the Sundance Film Festival? 4) Supposing there were an Indian low-budget film produced by a young director, to increase its likelihood of winning an award, which film festival (s) would you advise it to attend ? Please state the reasons in a logic way.
5) What factors matter most to you in terms of seeing a film? Its reputaion? Its director? Or...? Why? Try to illustrate it with an example. 问题一是一个特别容易被忽略的问题，它看似细节题但又不是细节题，需要学生从文中分析概括出答案。为了让学生更加准确地理解这个概念，我也补充了维基百科给出的完整解释。这个问题不仅仅训练了学生的分析综合能力，也为本阅读话题拓展了背景知识，丰富了话题内容。问题二和问题三引导学生批判性地思考圣丹斯电影节的入选标准问题。问题四设置了一个虚拟的场景，引导学生进一步思考各个电影节的入选标准，并且做出评价。最后一个问题可以说是一个开放性问题，让学生畅谈自己对电影的评价标准，并且要用亲身的体验来具体说明自己的评价标准。
本节课从读前、读中、读后叁个环节优化设问方式,以不同形式的问题，不同梯度的问题，培养了学生思维的深刻性、灵活性、广阔性、敏捷性、创造性和批判性,进而提升学生的思维品质以及英语学科核心素养。
教学案例：上课一周后交
M8 U4 Reading
Teaching Plan
Teaching aims：
By the end of this class, you will be able to :
1. learn some knowledge about the important film events around the world;
2. know how to identify similarities and differences while you read;
3. learn to evaluate the film events critically.
Teaching procedures:
Step One
Lead-in
Present two pictures of Chinese actresses at the opening ceremony of the latest Cannes Film Festival, which serves as an introoduction to the topic.
Then go through the learning objectives of this class with the students.
Step Two
Fast reading & detailed reading
Ask students to read this transcript and try to fill out the table on the student's handout.
Then invite some students to share their answers or check the answers as a whole.
Step Three
Reading strategy
Ask students to read the article and pay special attention to some words, phrases, or even sentence structures, which serve as indicators of similarities and differences.
Read the article closely and try to find these indicators.
Step Four
Critical thinking
Ask students several questions to deepen students’ understanding of the article and foster students’ critical thinking.
2) According to the article, how to define the phrase “independent thinking” ?
3) Why does the Sundance Film Festival only include small, independent films?
4) What do you think of the criterion set up by the Sundance Film Festival?
5) Supposing there were an Indian low-budget film produced by a young director, to increase its likelihood of winning an award, which film festival (s) would you advise it to attend ? Please state the reasons in a logic way.
6) What factors matter most to you in terms of seeing a film? Its reputaion? Its director? Or...? Why? Try to illustrate it with an example.
Step Five
Homework
1. Complete the writing after class and polish it as a group.
2. P53, Part E.
Students’ handout:
Representative
Film festival
Place
Started in
Features
Venice Film Festival
Italy
1932
the oldest film festival; part of a larger festival
Sundance Film Festival
Cannes Film Festival
Berlin International Film Festival
Toronto International Film Festival
Shanghai International Film Festival
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