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1、Unit7Lesson2名师教学设计课时内容:BeijingOpera主题语境：人与社会主题群：文学、艺术与体育子主题：戏剧语篇类型：听力、图片文本分析：what本节课为听说课，听力部分包括两段关于国粹京剧的对话：第一段通过听录音，获取京剧的起源、主要舞台角色、声音和音乐、服饰特征等信息；第二段通过听录音学习如何表达“满意，担心、后悔”等情感。最后要求学生结对合作，以角色表演的形式呈现中外学生交谈的对话。Why使学生了解京剧是我国国宝之一，是我国的国粹，也是百年来一代又一代京剧人艺术智慧的结晶，对中国文化发展有着重大的意义和深远的影响。How将英语语用目标和本单元的主题语境结合起来，围绕“京剧
2、”设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究。课时目标：1 .了解京剧及四大角色的相关信息。2 .在现实生活中能用英语向他人介绍京剧，并表达情感。3 .提高学生发展和传承国粹的意识，培养中国情怀，坚定文化自信。重点难点：重点：获取听力材料的细节信息，理解文本大致内容及承载的价值观。难点：1 .通过口头和书面表达介绍京剧。2 .学会表达内心情感。教学准备：教师准备：京剧相关背景知识。学生准备：1 .预习本课词汇。2 .通过多渠道提前了解京剧相关知识。教学过程：StePl学习理解活动一：感知与注意1. Writethetitleontheblackboard,anda
3、skstudentsanswerthetwoquestions:HowwouldyouintroduceBeijingOperatosomeonewhodoesn,tknowaboutit?Whatarethemainroles?2. Askstudentstolookatthephotosandchoosedescriptionforeachrole.(1) Instructstudentstoworkindependentlyandmatchthephotoswiththedescriptions.femalerolescommonmalerolesmaleroleswithbrightl
4、ypaintedmasksclownroles(2) Discusstheanswersasaclass.Suggestedanswers:afemalerolesbclownrolesccommonmalerolesdmaleroleswithbrightlypaintedmasks3. Askstudentsaquestion.WhatdoyouknowaboutthefourmainrolesandBeijingOpera?【设计意图】通过标题和四个舞台角色的讨论，训练学生获取信息的能力,为后面的学习作铺垫。1. 活动二：获取与梳理2. 1.istenforunderstanding.(
5、1) Askstudentstoreadtherubricandthefouraspects.Explainanyunknownterms.Theninstructstudentstolistenandticktheaspectsthatarementioned.mainrolesinstrumentstheuniquesoundcostumesSuggestedanswers:mainroles;theuniquesound;costumes(2) Askstudentstolistenagainandanswerthequestions.Readthequestionswithstuden
6、ts.Suggestthatstudentsunderlineortakenotesastheylisten. WhendidBeijingOperastart? WhatformsofperformancearecombinedtogetherinBeijingOpera? HowmanyrolescanbefoundinBeijingOpera?Whatarethey? WhataresomeofthespecialfeaturesofBeijingOpera?(2)Askstudentstoworkindependentlyandanswerthequestionsinfullsente
7、nces.CheCkanswersasaclass.Ifneeded,replaytheradioprogrammeandpointoutdifferentfeaturesofBeijingOpera.Suggestedanswers: Itstartedinthelateeighteenthcentury. Itcombinesacting,talking,singing,music,dancingandacrobaticstogether. Therearefourroles:sheng,dan,jing,chon. Ithasaveryuniquesoundandbeautifulcos
8、tumes.(3) Strategylearning.AskstudentstoreadtheSkillBuilderandmakesuretheyunderstanditsmeaning.SkiDBuilder二UnderstandingLogicalRelationships1.ogicalrelationshipsusuallyrefertotheinnerrelationshipsbetween/amongthings,likebetweencausesandeffects. Whileyouarelistening,listenforkeywordslikewhyandbecause
9、. Takenoteofthereasons.(2)Askstudentstolistenagainandfindtheanswerstothesequestions.Theycandiscusstheanswersinpairsorasaclass. WhyisBeijingOperaanationaltreasureofChina? Whydoperfonerssinginveryhighvoices? Whyarethecostumesinbrightcolours?Suggestedanswers: BeijingOperaisanationaltreasureofChinabeuse
10、sacting,talking,singing,music,dancingandacrobatics.Allofthosearedifficulttomaster. Performerssingwithveryhighvoicesbecauseintheearlydays,itwasusuallyperformedonopen-airstages.Inordertobeheardoverthecrowds,themusichadtobeloudandperformershadtosinginveryhighvoices.(4) Costumesareinbrightcoloursbecause
11、inthepast,itwasoftenperformedonstagesthatwerelitonlybyoillamps.Thecostumeshadtohavebrightandcolourfulpatterns.Otherwise,itwouldhavebeentdifficulttoattracttheaudience,sattention.(5) 1.istenagainandlistthekeyphrasesusedbyDr.Liutogivereasons.Suggestedanswers:Yes.That,swhy.Thisisbecause.Inordertobe.Othe
12、rwise,.(6) AskstudentstotalkaboutwhethertheylikeBeijingOperaandgivetheirreasons.(7) InstructstudentstointroduceBeijingOperatoagroupofstudentsfromanothercountry. Askstudentstoworkingroupsofatleast4.EachgroupdiscussesoneofthebelowtopicsinrelationtoBeijingOperathefourroles,costumesandmasks,soundandsing
13、ing,historyandinterestingfeatures. Eachgroupchoosesonestudentastheleader.Eachstudentinthegroupdescribesthechosentopicandtheleaderwritesdownnotesforthegroup. Eachleaderfromthegroupreadswhathe/shegatheredtotheclass.Thenrole-play.【设计意图】通过听音频获取京剧的起源、主要舞台角色、声音和音乐、服饰特征、表演形式等信息，训练学生从听力文本中抓住主要内容，获取相关信息的能力。(
14、1) Focusonfunction：Expressingemotions.(2) 1.istenandanswer.Askstudentstoreadthequestionsbelow.ThenplaythedialogueaboutBeijingOperaforthemtoanswerthequestions.WhowenttoseeBeijingOpera?Howdidthepersonfeelaboutit?Whatdidn,tthepersonunderstand? Suggestedanswers: 1.ucywenttoseeBeijingOpera. Shefeltthatit
15、wasanexcellentshow.(3) Shedidntunderstandthepartwherethemaintcharacterwalksacrossthestagewithaflagoneachsideofher.(4) 1.istenandimitate.AskthewholeclasstoreadaloudtheTalkBuilderbelowWritesatisfaction,worryW;orregretafterthesentencesmtheTalkBuilder.ExpressingEmotions(2)socolourfulandexerting!()Imsogl
16、adyouenjoyedit()3：Iwasworriedbecause.() Ilovedthedancingandtheacrobatics() Theperformersweresotalented!() ButereWefequteafewthingsICMnTur3efstand() IwishIknewmoreaboutthem.()Askstudentstoexplorethefollowingquestions.Whatdotheseemotionsmean? Whicharepositiveemotions? Whicharenegativeemotions? Howcany
17、oushowtheseemotions?Askstudentstolistentothedialogueagainandchecktheanswers.Suggestedanswers:satisfactionsatisfaction(3)worrysatisfactionsatisfactionregretregret【设计意图】要求学生听一段对话，根据语音、语调推测说话人的内心情感并模仿，让学生了解：同一句话，使用不同的语调，就会产生不同的意思。Step11应用实践活动三：描述与阐释DoyouknowmoreaboutthefourmainrolesandBeijingOpera?【备注】
18、相关知识请见“备课资料IBeijingOpera-OStepl11迁移创新活动四：想象与创造ActoutadialoguebetweenaChinesestudentandaforeignstudentafterwatchingalocalopera.(1) Askstudentstoworkinpairs.OneisaChinesestudentwhounderstandsthedifferentelementsofoperaandtheotherisaforeignstudentwhodoesnotunderstandoperaandasksquestions.(2) Makeadialo
19、guerelatingtosomequestionsthataforeignstudentwouldaskabouttheopera.(3) Encouragestudentstopractisetheirroleplayandperformitfortheclass.【设计意图】通过创编对话，内化和运用语言知识，调动学生的积极性，有助于促进英语学科核心素养的形成和发展。板书设计：Unit7ArtPeriodIIILesson21.学习理解活动一：感知与注意1. 活动二：获取与梳理2. 1.istenforunderstanding.3. Focusonfunction:Expressingemotions11应用实践活动三：描述与阐释In.迁移创新活动四：想象与创造
