Unit1FaceValues全单元教学设计高中英语选择性

Book6Unit1Facevalues教学设计UnitThemeThesubjectcontextofthisunitis“Personandself”,andthesubjectcontextcontentinvolvedistherelationshipbetweenappearanceandheart.Therearemanytypesofdiscourseinthisunit,includingthematicdiscussions,characterprofiles,novels,experimentalreports,famousquotes,etc.ThisunitstartswithavideointroducingPekingOperaFacebook,andpresentsapaneldiscussionofthreeyoungpeopleandexpertsinturn,thedeedsofMaXu,China'sfirstfemaleairbornesoldier,andthensomeclassicliteraryimagessuchasJaneEyre,Cowardlylion,HarryPotterandMonkeyKing'sappearanceandpersonalitycharacteristics,TheHunchbackofNotreThestoriesofEsmeraldaandQuasimodoinDameandtheintroductionofDorianGray'sstoryexplaintopicsrelatedtoappearanceandtheheartfrommultipleangles,aimingtotriggerstudents与tothinkabouttherelationshipbetweenappearanceandtheheart,andtoformacorrectunderstandingoftheimportanceofappearance,includinghowtoviewbeautyandugliness,howtounderstandthebeautyofappearanceandtheimportanceofappearance.Thebeautyofthesoul,howtofacethegazeandevaluationofthepeoplearound,howtomaintainaclearmindandaccepttheuniqueself,helpstudentslearntorecognizethemselves,evaluatethemselves,overethemselves,andestablishacorrectaestheticoutlookandattitudetolife.UnitgoalLanguageproficiencygoalCanfocusonthecontextualcontentofthesubjectofthisunit,basedonthemultimodaldiscoursesuchasthematicdiscussions,characterprofiles,novels,experimentalreports,andfamousquotesprovidedbytheunit,prehensivelyusemultilingualskills,readthisunit'sintroductiontoselfimageawareness,andunderstandandtalkaboutappearanceandpersonalqualities.Relatedtopics;properlyusethevocabularyandexpressionslearnedtointroduce的theappearanceandpersonalqualitiesofthecharacters.Thegoalofculturalawarenessistobeabletolearntoappreciatebeauty,understandbeauty,discoverbeauty,andlearntounderstandtheimportanceofexternalbeautyandinnerbeautytoaperson'slife;tobeabletousewhatyouhavelearnedintheunit,binedwithyourownlifeexperienceandinsights,throughparisonandsharing,exercisethinkingskills,expandknowledge,andimproveexpressionskills.3.Thegoalofthinkingqualityistobeabletolookatthingsinmultipledimensions,torecognizethatthebeautyofappearanceandthebeautyofthemindmustbevaluedequally,andtheimportanceofthebeautyofthemind,andtorealizetheexpansionandmigrationofknowledgeandthinkingskills.4.LearningabilitygoalsCanusevariouslearningstrategiestocontinuouslymonitor,evaluate,reflectandadjustone'sownlearningcontentandprocessintheprocessofindependentlearning,cooperativelearning,andinquirybasedlearning,binedwiththereflectiveandevaluativequestionsprovidedbytheunit,soastostimulateinterestinEnglishlearningandimprovetheabilitytoanalyzeandsolveproblems.Improveyourunderstandingandexpressionskills.Startingout板块(theremendeddurationis1015–15minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CourseTypeViewing+SpeakingthemeContextPersonandSelfUnderstandingSelf,UnderstandingselfContentanalysisactivity1presents了avideorelatedtoPekingOperafacebook,introducingthecharacteristicsofPekingOperaandthecharactersandpersonalitycharacteristicsrepresentedbydifferentcolorsofPekingOperaFacebook特征.2ThethreepicturesinActivity2showtheuglyducklingenviousoftheswan,thetigersniffingtherose,andthekittenwithalionhiddeninitsheart，.Thestudentsareguidedtoobservethepictures,pareandanalyzetheappearance,personalitycharacteristicsandsymbolismoftheanimalsinthepictures.Thissectionaimstoactivatestudents'existingbackgroundknowledgeandlanguageknowledge,stimulateinterestinthetopic,andpavethewayforthenextunitstudy.Teachinggoal1.Studentswatchthevideo,understandthethrustofthevideo,andquicklyextractkeyinformationfromit,suchasthecharacterimageandpersonalitycharacteristicsrepresentedbythePekingoperafacebookofdifferentcolors，etc,tointroducethetheme;2.Studentscancontacttheirownactualsituation,brieflyevaluatetheirpersonalitycharacteristics,thinkabouttherelationshipbetweenappearanceandheart,activateexistinglanguageandbackgroundknowledge,andstimulateinterestintopics;3.Byobservingthepictures,paringandanalyzingtheappearance,personalitycharacteristicsandsymbolismofeachanimalinthepictures,studentscaninitiallyunderstandtherelationshipbetweenappearanceandheart,andexpresstheirpersonalviewsonthesubject.Teachingfocus1.StudentscanusevideomaterialstounderstandPekingOperafacebookandthecharacteristicsofthecharactersitrepresents;2.Studentslearntocorrectlyunderstandappearanceandinitiallythinkabouttherelationshipbetweenappearanceandheart.Teachingdifficulty1.Guidestudentstorecordkeyinformationduringwatchingthevideo;2.Guidestudentstoobservepictures,thinkandanalyzeproblems.TeachingstrategyAudiovisuallisteningandspeakingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Tplaysthevideo.2.TasksSsthequestionsinActivity1.1.SswatchthevideoaboutthePekingOperamasks.2.Ssanswerthequestions.UnderstandEnglishbetterviawatchingthevideoandwidenstudents’knowledgeaswellasraiseculturalawareness.Activity21.TpresentsthreepicturesonP1totheSs.2.TasksSsthequestionsinActivity2.1.Sslookatthepicturesandtrytoguessthemeaning.2.Ssanswerthequestions.HelpSsrealisethatjudgingapersononlybyappearanceisnotobjectiveandprehensive,promotetheirselfawareness,andcultivateacorrectattitudetowardslife.Understandingideas板块(theremendeddurationis3035–35minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+SpeakingTopicContextPersonandselfUnderstandingself,understandingselfContentanalysisThissectionpresentsatextthatreflectsthethemeoftheunit,andthediscoursetypeisathematicdiscussion.Thetextshowsthedifferentviewsandselfimageperceptionsofthreeordinaryyoungpeopleonappearance,aswellastheevaluationoftheirviewsbyexperts.Theintroductionactivitybeforereadinginvitesstudentstoreadtherelevantinformationontheselfimagesatisfactionsurveyofvariousgroupsofpeoplearoundtheworld,andthenevaluateit,andcontacttheirownsituationtotalkaboutwhetherappearanceisimportanttoaperson.Itaimstowarmupbeforereadingandprepareforthestudyofthetext.Inthemiddleschoolactivities,studentsareaskedtofindouteachyoungperson'sattitudetowardstheirappearanceandtheevaluationofexpertsseparately,whichechoesthepreschoolactivities.Postreadingactivitieshelpstudentsdeeplyunderstandtheinformationofthetextandexplorethemeaningofthetopicthroughvariousformsofactivitiessuchasunderstandingthemeaningofthesubject,analyzingthelogicalstructureofthearticle,andopenquestionsandanswers.Atthesametime,cultivatestudents'logicalthinkingandcriticalthinking.Teachinggoal1.Byreadingthetext,studentscanunderstandtheattitudeofeachyoungperson'sselfimageandtheevaluationofexpertsinthearticle;2.Byperusingthetext,studentsperceivethediscoursestructureandlanguagecharacteristicsofthearticle,learnandmastertheexpressionsrelatedtothetopicinthediscourse,andcanusetheexpressionstheyhavelearnedtomunicate;3.Byunderstandingthecontentofthearticle,studentsdeepentheirunderstandingofthemeaningofthetopic,andformacorrectaesthetic,selfawarenessandpositiveattitudetolife.TheteachingfocusToguidestudentstounderstandthethrustofthearticlethroughindependentreadingandgroupcooperation.Teachingdifficultiesguidestudentstopredictthetopicofthearticleandanalyzethepurposeofthearticlebasedonthetitle,pictureandotherelementsofthearticle,soastocultivatethisreadingstrategyandskill.Teachingstrategytaskbasedteachingmethod,PWPreadingmodeTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TasksSstoreadthefactsandanswerthequestionsinActivity1.SsreadandanswerthequestionsinActivity1.LeadtothetopicandarouseSs’sinterest..Activity2TasksSstoreadthepassagequicklyandfindouteachperson’sattitude.Ssreadthepassagequicklyandfindouttheanswer.Trainstudents’readingskillsofgettingthemainideas.Activity31.TasksSstochoosetheauthor’spurposeinActivity3.2.TaskssomeSstosharetheiranswersandgivethereasons.1.Ssfigureouttheanswers.2.Sssharetheiranswersandgivethereasons.3.Theycanreadthepassageagainifnecessary.Trainstudents’readingskillsofgettingtheauthor’spurposeandmainideas.Activity41.TasksSstopletethediagramwithwordsfromthepassageinActivity4.2.TasksSstosharetheiranswersandgivethereasons.1.SsreadthepassageagainandpletethediagraminActivity4.2.Sssharetheiranswersandgivethereasons.TrainSs’skillsofgettingspecificinformation.Think&ShareTasksSstodiscussthefourquestionsingroupsandoffershelpiftheyneed.Ssdiscussthefourquestionsingroupsandthensharetheirideaswiththeclass.TrainSs’abilitytouselanguageintheirreallifeandexpresstheirideasinalogicalway.UsingLanguage板块(theremendeddurationis8090–90minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CourseTypeReading+Listening+SpeakingSubjectContextPersonandselfUnderstandingself,understandingselfcontentanalysisThemaincontentofthegrammarpartofthissectionisthesubjectclause.Thefirstshortparagraphintroducesthatwhatediansshowontheoutsideisnotnecessarilythetrueemotionsintheirhearts.ThesecondsmallparagraphtellsthestoryofMaXu,China'sfirstfemaleairbornesoldier.Thispartintroducesafamouspsychologicalexperiment.Thevocabularypartpresentsvocabularyrelatedtoappearanceandpersonalitybyanalyzingseveralclassicliteraryimages.Thissectionhelpsstudentsdeeplyfocusonthemeaningandfunctionoflanguage,andthroughprehensivetrainingofskillsintherealcontext,deepentheirunderstandingofunittopicsandimprovetheirprehensivelanguageuseskills.Teachinggoal1.Studentscanunderstandthestructureandfunctionofthesubjectclause,mastertheusageofthesubjectclause,andbeabletouseitintherealcontext;2.Studentsinitiallymasterandcanproperlyusewordsthatdescribetheappearanceandcharacterofthecharacterstodiscusstheappearanceandcharacterofthecharacters;3.Studentscanpayattentiontopragmaticfunctions,learntousetheexpressionstheyhavelearnedtogivespeeches,andbeabletoapplytheminreallife;4.Studentsinitiallyunderstandtheimportanceofappearanceandestablishapositiveattitudetowardslife.TheteachingfocusToguidestudentstodiscoverandsummarizethecharacteristicsandusagerulesofthesubjectclause.TeachingdifficultiesGuidestudentstopayattentiontothestructureofEnglishsentences.BeingfamiliarwithandabletoanalyzesentencestructureisthebasisforunderstandingthecharacteristicsoftheEnglishlanguage.Teachingstrategy,municativeteachingmethod,taskbasedteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadthesentencesinActivity1andanswerthequestions.2.ThelpsSsfindoutsomefeaturesofsubjectclauses.3.TasksSstofindoutthedifferencesbetweena/candb/d.4.TasksSstolookformoreexamplesofeachtypeinthereadingpassage.1.Sslookatthesentencesandanswerthequestions.2.SsfinishActivity1onP5.Studydifferentconjunctionsinsubjectclauses.Activity2TgivesthetaskinActivity2andoffershelp.1.Ssreadthepassageandunderstandthemainideas.2.Sschoosethecorrectwords.DeepenSs’sunderstandingofsubjectclauses.Activity3TasksSstoreadtheprofileofMaXuonP5andwriteanintroductiontoher,usingsubjectclauses.SsreadtheprofileonP5andwriteanintroductiontoMaXu,usingsubjectclauses.Learnhowtowriteashortbiographyandputsubjectclausesintopracticaluse.Activity4TasksSstodothetaskinActivity4.SsfinishthetaskinActivity4onP5.PutwhatSshavelearntintopractice.Activity51.Tplaystherecording.2.TasksSstochoosethetitle.1.Sslistenforthefirsttimetogetthemainideas.2.Sschoosethetitle.Trainthelisteningskillsofgettingthemainideasinaquickway.Activity61.TplaystherecordingagainandasksSstopletethefactsheet.2.TasksSstosharetheiranswers.3.TplaystherecordingagainandasksSstomakenotesofkeywords.4.TdividesSsintogroupsandasksSstogiveashortintroductiontotheexperiment.1.Sslistentotherecordingandpletethesheet.2.Sssharetheiranswers.3.Sslistentotherecordingandmakenotes.4.Ssgiveashortintroductiontotheirgroupmembersandthentothewholeclass.Learnhowtogetspecificinformationinalisteningpassage.TraintheSs’speakingandsummarisingskills.Activity71.TasksSstopletetheboxeswiththeexpressionsfromtherecording.2.TasksSstoworkinpairsandactoutthepresentation.3.Tinvitessomestudentstoperformtotheclass.1.Sspletetheboxeswiththeexpressionsfromtherecording.2.Ssworkinpairsandactoutthepresentation.Userelevantexpressionstocarryoutapresentation.Activity8TasksSstoworkinpairsanddiscussthequestionsinActivity8.SsdiscussthequestionsinActivity8inpairs.DeepenSs’sunderstandingofthetopicandprommotetheirselfawareness..Activity9TasksSstoreadthedescriptionsandmatchthemtothecharactersontheleftonP7.SsreadthedescriptionsandmatchthemtothecharactersonP7.Learnthedescriptionsoftopicrelatedliteraryfigures.Activity10TasksSstoputthewordsinboldinActivity9intoboxesandaddmore.SsputthewordsinboldinActivity9intoboxesandaddmore.Learnandclassifywords.Activity11TasksSstochooseacharacterfromliteratureandprepareaspeech.Ssmakeaspeechabouttheappearanceandpersonalityofaliterarycharacter.MakeuseofthelanguageSshavelearntinaprehensiveway.Developingideas板块(theremendeddurationis8090–90minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+WritingSubjectContextUnderstandingof”Beauty"ContentanalysisThediscoursetypeofthisarticleisanovel,whichreflectsthethemeoftheunitfromanotherperspective.ThetextisexcerptedfromVictorHugo'sTheHunchbackofNotreDame("NotreDame"),whichshowsadialoguebetweenthemaleandfemaleprotagonistsQuasimodoandEsmeralda.Ontheonehand,thearticleshowsQuasimodothegreatpsychologicalpaincausedbythemaleprotagonistQuasimododuetohisuglyappearance,andatthesametimeitreflectshispursuitofbeautyandkindness.Ontheotherhand,thearticleshowsthattheheroinEsmeraldaQuasimodograduallyrealizedQuasimodo'ssincerityandkindnessthroughhisuglyappearancethroughlivingwithQuasimodoQuasimodo.ThesecondpartisabriefintroductionandevaluationofthenovelThePictureofDorianGray("PortraitofDorianGray").Throughthestudyofthissection,studentscandeepentheirunderstandingofthesubjectoftheunit,andinitiallymasterthebasiccontent,stylisticcharacteristicsandwritingtechniquesoftheintroductiontoliteraryworks.Teachinggoal1.Studentscanunderstandthecontentofthetext,furtherthinkabouttheconflictbetweentheappearanceandtheheartofthecharactersinliteraryworks,anddeepentheirunderstandingofthesubjectoftheunit;2.Byanalyzing,summarizing,andintegratingthedescriptionsofQuasimodoandEsmeralda'sappearanceandemotionsinthetext,studentscanunderstandhowthetwoprotagonistsvieweachother,andcanlearnnottousehumanappearancebutqualityasacriterionforjudgment,andestablishapositiveandhealthyworldview,outlookonlifeandvalues;3.Throughlearningdiscourse,studentscanmasterthebasiccontent,stylisticcharacteristicsandwritingtechniquesoftheintroductionofliteraryworks,andcanusetheknowledgetheyhavelearnedtointroducealiteraryworkthatdescribestheappearanceandcharacterofacharacter.Theteachingfocusistoguidestudentstoreadthearticleandunderstandthecontrastandconflictbetweentheappearanceandheartofthecharactersinthenovel.Teachingdifficultiesguidestudentstopayattentiontothechangesintheemotionsofthecharacters.Teachingstrategymunicativeteachingmethod,taskbasedteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstodosomeresearchtolearnaboutthebackgroundinformationaboutVictorHugo.2.TasksSstoreadthepassageandhelpsSsunderstandsomenewwordsandexpressions.3.TasksSstoreadthepassageandgetageneralideaofthepassage.4.TasksSstosharewhattheyhavelearntaboutVictorHugowiththeclass.1.SsdosomeresearchtolearnaboutthebackgroundinformationaboutVictorHugo.2.Ssreadthepassageandunderstandsomenewwordsandexpressions.3.Ssreadthepassageandgetageneralideaofthepassage.4.SssharewhattheyhavelearntaboutVictorHugowiththeclass.LeadtothetopicandactivateSs’backgroundknowledge.Activity2TasksSstoreadthefirstparagraphtogetsomeideasofthebackgroundinformation.TpresentssomepicturesofthecharactersandasksSstotalkabouttheirimpressionsofthem.TasksSstoreadthepassageandanswerthequestion.Ssreadthefirstparagraphtogetsomeideasofthebackgroundinformation.Sstalkabouttheirimpressionsofthecharacters.Ssreadthepassageandanswerthequestion.Haveabasicunderstandingofthepassage.Learnaboutthecontrastbetweenthemaincharacters’physicalappearancesandpersonality.Activity31.TasksSstoreadthepassageagainandunderlinethesentencesthatdescribethecharacters’physicalappearancesandfeelings.2.TasksSstowriteashortparagraphtodescribehowEsmeraldaandQuasimodoseeeachother.3.TasksSstoreadthepassageagainandfindouthowEsmeralda’sfeelingstowardsQuasimodochangedandsharetheiranswerswiththeirpartner.1.Ssreadthepassageagainandunderlinethesentencesthatdescribethecharacters’physicalappearancesandfeelings.2.SswriteashortparagraphtodescribehowEsmeraldaandQuasimodoseeeachother.3.SsreadthepassageagainandfindouthowEsmeralda’sfeelingstowardsQuasimodochangedandsharetheiranswerswiththeirpartner.CheckSs’understandingofthepassage.Think&Share1.TasksSstodiscussthefourquestionsin“ThinkandShare”.2.TinvitessomeSstosharetheiropinions.Ssdiscussthefourquestionsingroupsandthensharetheiropinionswiththeclass.DeepenSs’understandingofthepassageanddeveloptheiradvancedthinking.Activity4TasksSstoworkingroupsandanswerthequestions.TinvitesSstosharetheiranswerswiththeclass.Ssworkingroupsandanswerthequestions.Sssharetheiranswerswiththeclass.ConsolidateSs’understandingofthethemeoftheunit:physicalappearancesandpersonalqualities.Activity5TasksSstoreadthepassageandanswerthequestions.TasksSstodiscusstheanswerswiththeirgroupmembers.Ssreadthepassageandanswerthequestions.Ssdiscusstheanswerswiththeirgroupmembers.HelpSshaveadeeperunderstandingofthethemeoftheunit:physicalappearancesandpersonalqualities.Activity6TasksSstochooseanotherliteraryworkwithafocusonphysicalappearancesandpersonalqualitiesandpletethenotes.TasksSstowriteabouttheliteraryworkbasedontheirnotes.Sschooseanotherliteraryworkwithafocusonphysicalappearancesandpersonalqualitiesandpletethenotes.Sswriteabouttheliteraryworkbasedontheirnotes.Practisewritingaboutaliteraryworkwiththehelpofthenotes.Activity7ThelpsSstolearnthebasicstructureofanintroductiontoaliterarywork.TasksSstomakeimprovementstoeachother’sintroductions.TinvitesSstosharetheirwritingwiththeclass.Sslearnthebasicstructureofanintroductiontoaliterarywork.Ssmakeimprovementstoeachother’sintroductions.Sssharetheirwritingwiththeclass.Improvetheirwritingaccordingtothebasicstructureandwitheachother’shelp.Presentingideas&Reflection板块(ofthePresentingideas&Reflectionsection(TheremendeddurationforthePresentingideasandReflectiontheremendeddurationofthePresentingideasandReflectionsectionsis8090–90minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeSpeakingtopiccontextunderstandingof“beauty”ContentanalysisThepresentingideassectionrequiresstudentstofirstreadafamousfamoussayingandthinkabouttheirunderstandingof”beauty“,guidestudentstofurtherthinkabouttheevaluationcriteriafor”beauty",andexpresstheirownviews.Thepurposeofthissectionistopromotestudentstoreviewandmasterthecontenttheyhavelearned,andtomakeprehensiveuseofitinrealsituations,internalizethesubjectideasoftheunit,developthequalityofthinking,andpletethemigrationandinnovationofthecontenttheyhavelearned.TheReflectionsectionrequiresstudentstobeabletoevaluateandanalyzetheirlearningbehaviorandeffectivenessduringandattheendofthestudyofthisunit,reflectontheirstrengths,weaknesses,gainsandlosses,andmunicatewithteacherstoimprovemethods.Teachinggoal1.Studentsfurtherdeepentheirunderstandingof“beauty”byreadingfamousquotesfromcelebrities;2.Bypletingthisprehensiveactivity,studentsdeepentheirunderstandingofthemeaningofthesubjectoftheunit,andlearntoobserveandappreciatethe“beauty”ofthepeoplearoundthem;3.Throughgroupcooperation,studentscultivateasenseofteamworkandcancollaboratewithgroupmemberstopletetasks.Theteachingfocus1.Toguidestudentstoformcorrectvaluesof“beauty”and“ugliness”throughthestudyofthisunit,sothattheycanformcorrectevaluationsofthemselvesandothers.2.Guidestudentstomakeareasonableevaluationoftheireffectivenessafterlearningthisunitintermsoflanguageabilityandthinkingquality.Teachingdifficulty1.Guidestudentstousethecontenttheyhavelearnedinthissectiontoproperlyexpresstheirviews.2.Guidestudentstodevelopgoodlearninghabitsofselfevaluation.Teachingstrategycognitivestrategy,emotionalstrategyTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TasksSstoreadthequoteandthinkaboutitsmeaning.2.TasksSstoanswerthequestionsaboutthequote.3.TinvitesSstosharetheiranswerswiththeclass.1.Ssreadthequoteandthinkaboutitsmeaning.2.Ssanswerthequestionsaboutthequote.3.Sssharetheiranswerswiththeclass.Thinkmoredeeplyaboutthethemeandthenprepareforthepresentation.Activity2TasksSstoworkingroupsanddiscusswhois“themostbeautifulpersonyouknow”andagreeonthebestcandidate.Ssworkingroupsanddiscusswhois“themostbeautifulpersonyouknow”andagreeonthebestcandidate.Organisepresentationingroups.Activity3TinvitesSstogivethepresentationandremendtheircandidatetotheclass.Taskstheclasstovoteforthebestpresentation.Ssgivethepresentationandremendtheircandidatetotheclass.Ssvoteforthebestpresentation.Practiseskillsingivingapresentation,andlearnfromeachother.Reflection1.TguidesSstorecallwhattheyhavelearntinthisunit.2.TasksSstoplete“Reflection”onP12.Ssratetheirperformanceinthisunit,summarisewhattheyhavelearntandthinkaboutwhattheyneedtoimprove.Review,rateperformanceandthinkaboutwaystoimprove.Project板块(thispartoftheteachercanbeadjustedathisdiscretionaccordingtotheactualteaching.)SubjecttypeSpeakingsubjectcontextunderstandingof"beauty”ContentanalysisThissectionrequiresstudentstoadaptexcerptsfromthenovelintoadramaandperformthem.T