（王伟）教学设计

Teaching plan　　

Unit 　18 L　 1 What Is Beauty　　

 （王伟）By Wang Wei                         Jan. 5^th， 　　

Quanzhou Foreign 　　Language　 　Middle School　　　　

　I.　(教材地位和作用)Good morning, ladies and gentlemen. And nice to meet you. I’m Ou Lily from 　　Fujian　 　Quanzhou　 　Foreign　 　Language　 　Middle School　　. Today I’d like to introduce my teaching plans about a passage, called “What Is Beauty?” It is from the first lesson of Unit 18 of Senior High English, Module 6, published by the 　　Beijing　 　National　 　University　　. It’s important to understand the main idea of this passage because it will help the students have a good sense of aesthetics and enjoy the beauty in music, poetry, films, (超链接) etc., which will be mentioned in the further study of this unit. (超链接回”教学目标”)

II．(教学目标)I want to enable the students to work out the meaning of words through context and pictures and to develop their abilities of reading and expressing their views on beauty. I will try my best to help them have a good sense of aesthetics. 　　

III．(重点)If the students want to understand the main idea of the passage, they have to enlarge their vocabulary, so the main problem in this lesson is to help the students get to know some new words and phrases through context and to know the main idea of this passage.　　

IV．(难点)It’s easy to get the general idea of the passage, but difficult to find out its structure just like how we deal with our Chinese texts. The students are already able to express their views on beauty in a simple way, but it seems that they find it a little bit difficult to express their opinions vividly and more precisely.　　

V．(学情分析, 教法分析)The lesson is designed for the students in Senior Two. They are at their teensage in which they care much about their appearance and others’ views on their look. They must be very curious about how the teacher will help them to have a good sense of aesthetics. And they are very eager to enjoy the beauty in their study and the daily life. They are also very active so I will apply task- based approach which involves the students with different tasks. Give them space to think over the problems and encourage them to share their views on beauty with others.　　

VI．(学法分析)For them, they will learn the new words with the aid of the multimedia and practise the reading strategies learnt before to get the general idea of the passage and find out its structure. They will carry out a survey to prove Margaret Wolfe Hungerford’s statement, “Beauty is in the eye of the beholder”. They will have a discussion in groups to express their views about the relationship between physical beauty and inner beauty.　　

VII．(教学步骤)In order to achieve my teaching aims, I decide to lecture the lesson in five steps. 　　

1．(导入)First, show the students some pieces of vedios. Here comes the video.(超链接)Ask them whether they have enjoyed the beauty in art, sports and in the nature. The multimedia will help them to become interested in the topic in this lesson. It also leaves the students a question, “what is beauty?”　　

2．(热身)Then, tell the students that the beauty that they will appreciate in this lesson is the beautiful ladies. Show them some beauties’ pictures, including the teacher’s photos. (超链接) Ask them to decide which lady is the most beautiful one in their mind. After the free talk about the pictures, they will easily find the saying, “The eyes of love are blind”, is the closest meaning to the subtitle of this passage, “ Beauty is in the eye of the beholder”.So in this step, I can go to the point directly. They will have a first impression of the text. And my photos will interest the students.　　

3．(阅读前)Next, ask them to find the correct definitions of the given words and phrases. Help them to finish the task by showing them pictures and further explanations if necessary, (超链接)for example, in this picture, we can see the husband promised not to smoke or drink any more. But whenever he was invited by his friends to parties, he just couldn’t keep his promise. So we have the sentence using “consistent”, What he does is not consistent with what he promised. Then the students will come to understand that “consistent” means “never change”. (超链接)And the motorcycle driver always drives in this way, but after he changed his motor into a new car, he still drives in the same way. So we say, “The driver hasn’t adapted to the new vehicle.” So the students will know “adapt” means “get used to the new conditions”. The following words and phrases will be figured out in this way. (超链接)The vocabulary they learn before reading will help them get a better understanding of the passage.　　

4．(快速阅读)Since they have enlarged the vocabulary, they might be eager to get to know the text, so ask them to skim the text and find whether the sentences are True or False. If it is false, they have to correct the mistakes. They are asked to fill in a form with correct information, for example, in the 19^th century, men would like to wear wollen shawls to be attractive, then women would like to wear what to achieve body shape. According to the hints, the students will fill in the blank with “corset”. They will finish the task in this way. But if they come across some more new words, show them pictures. (超链接) “Corset” is the tight underwear that girls would like to wear to make a good figure. “Woollen shawl” is something that is made from wool and worn around one’s shoulder to keep her attractive. “Tattoo” is a kind of body art which is quite popular among the young.They will practise their reading skills in this step, and the precise details they find will help them predict the main idea of the passage.　　

5．(精读)Then I will ask the students to read the text after the tape. (超链接)They have to pay attention to the pronunciation and intonation. And give them some time to find out the answers to the questions. If they have problems, they can discuss in pairs. If they still couldn’t deal with the problem, the teacher will help them, such as, for question No. 2: “why does the writer think that the human race would die out if we all saw physical beauty in the same way?” We know if we all saw beauty in the same way, how can we find our love. In that case, we won’t be able to get married and have sons and babies, so the human beings will die out. Then they will be shown an unfinished outline of the passage, and they have to complete the outline with correct information. As we all know, beauty has two sides, one is inner beauty, then the other should be----“physical beauty”. Physical beauty will change and adapt with “time” and “culture”, so there’s “no precise criteria of beauty”. When we want to judge one’s inner beauty, we will know that it’s more subjective and much more important. So we have the conclusion now that “beauty has more than one dimension”. And “it is certainly in the eye of the beholder”. We find the last paragraph just goes back to the topic, “beauty is in the eye of the beholder”. The outline will help them to see the structure of the passage clearly. After dealing with the tasks, the students will find their obvious progress in reading abilities. They will build up their confidence to deal with long and theoretical passages in the future. 　　

6．(调查报告)But the statement comes from Margaret, how could we know it’s true. So I will ask the students to carry out a printed survey and write a survey report.(超链接) They will share the results with the whole class.　　

7.(研究讨论)After getting to know the main idea of the passage and its structure, we will have an “after-activity” for further studying the relationship between physical beauty and inner beauty. I will ask the students to discuss with group members, 4 persons in one group, about the question, “Which is more important to you, physical beauty or inner beauty?” (超链接) Of course I will take part in their discussion and help them find an easier way to express ideas if needed. They have to choose a representative to present their discussion results to the whole class. The activity here will improve the student’s abilities of expressing views on beauty.　　

VIII．(课后作业)And at last give them some homework. It is designed for students in different levels. 　　

1.       Ask everyone to retell the passage briefly according to the outline. (超链接)They have to review the text if they want to retell well, and the teacher will find out how well they understand the passage.　　

2.       Ask everyone to present a photo of the beauty in their mind with some explanation.  They will express different criteria of beauty in a better way. I will set an example for them. (超链接) “In my mind, the most handsome guy in the world is my son, because whatever he says, I can feel he’s growing up healthily….”　　

3.       Ask them to collect information and tell the different senses of aesthetics between teachers and students in an article. May be they can find some inspiration from the fashion style of 　Japan　 and 　　South Korea　　. (超链接) ( The article can be written within 50 words for students who have disadvantages in learning English; it also can be about 150 words for better students.) It will improve their writing abilities and it is close to their study life so everyone can write down something, more or less.　　

That’s all, (超链接)thank you very much for your attention. I would be very pleased to receive any of your suggestions after the competition. See you!