英语必修 第三册Lesson 2 Beijing Opera教学设计

这是一份英语必修 第三册Lesson 2 Beijing Opera教学设计，共21页。
学校
课题
U7 L2 Beijing Opera
年级
高一
学科
英语
教材分析
Analysis f teaching material:
Lessn 2 Beijing Opera is selected frm Unit 7 Art f Cmpulsry bk 3 published by Beijing Nrmal University Press.
Analysis f Unit 7:
This unit's theme is art and it belngs t the theme grup f "Literature, Art and Sprts" under the theme cntext f "Peple and Sciety". It invlves
cntents such as "drama, painting, and music". We learn t intrduce ur
favrite art in English, perceive the charm f art, imprve ur artistic appreciatin ability, understand China's quintessential Peking Opera, enhance cultural cnfidence, and learn the excellent qualities f artists.
Analysis f lessn2:
This lessn is a special interview which intrduces China's quintessential art frm, Peking Opera, frm varius aspects.
It riginated in the 18th century and cmbines varius techniques such as singing, talking, acting, and music, as well as dancing and acrbatics. Since these elements are extremely difficult t master, it is knwn as ne f China's quintessential art frms.
Peking Opera actrs ften play fur rles: sheng, dan, jing, and chu. Each rle has its wn singing and perfrming style. In the past, Peking Opera was ften perfrmed n pen-air stages. T make sure the audience culd hear clearly, actrs needed t sing ludly. The cstumes f Peking Opera are usually relatively clrful. Because in the past, il lamps were used fr lighting during perfrmances and the light was dim.
Only by wearing brightly clred cstumes culd attract peple's attentin.
学情分析
Analysis f students:
The students targeted fr this class are frm grade ne in senir high schl. The English learning situatin f these students is as fllws:
1. Students knw relatively little abut the tpic f this lessn. Hwever, since it is related t traditinal Chinese culture, they have a certain degree f learning interest.
2. After learning abut paintings in Lessn 1, students n lnger have the initial fear f tpics beynd their cgnitive range and have a high learning initiative.
教学目标
Teaching Objectives:
By the end f this lessn, students will be able t:
1. Get the factual infrmatin in the listening material abut Peking Opera thrugh listening t the main aspects and its details and blank-filling in the diagram.
2. Identify the lgical relatinships between/amng sentences thrugh answering the three questins and applying them in the pair wrk.
2. Intrduce Peking Opera t freign friends and apply the acquired language knwledge thrugh a rle-play.
3. Innvate a new way Design an activity t spread Peking Opera and explain the purpse and reasn f the activity. (Transfer and innvatin)
教学重难点
Teaching key pints and difficulties:
1. Exchange hw t prtect and inherit the art f Beijing pera and cmplete an interview t intrduce Beijing Opera.
2. Obtain and cmb basic infrmatin abut Beijing Opera.
教学准备
textbk, multimedia, smart class system, blackbard and chalk, AI tl.
教学环节
教学目标
教学内容与教学活动
智慧课堂应用及分析
核心素养提升点
时间与互动模式
Pre-listening
Step 1
Activate and share
创设语境，导入主题
T leads the students t review the pre-class tasks and intrduce the tpic, Beijing Opera. With the help f smart classrm tls, the teacher guides students t cmplete relevant questinnaires abut Beijing Opera.
通过课前在
智慧云平台
选择微课和
课中的实时
问卷， 能帮
助教师了解
学情并帮助
学生形成对
中国戏剧及
京剧的初步认知
语言能力：
能在看的过程中，整体理解和简要概括主要内容；能根据看到的关键信息对人物、事件等进行推断；能运用所学语言，与他人进行交流，表达比较连贯。
文化意识：
能认识到有效开展跨文化沟通与交流的重要性
IW/CW
3’
T shws the
cntributins made by the gvernment and all sectrs f sciety t prmte Peking Opera, the teacher guides the students t think abut the questin: what can we d t help pass
通过课件展
示，观察学
生能否通过
之前的信息
铺垫形成初
步认知并表
达观点：如
何传承京剧
IW/PW
2’
dwn this cultural heritage?
设计意图： 以问卷导入，创设情境。通过课前微课和课中信息铺垫激发想象力，激活背景知识，唤起学生对京剧的初步印象，铺垫必要的语言和文化背景知识， 引出要解决的问题，并为接下来的听力做好背景知识和词汇准备。（感知与注意）
While-listening
Step 2
Listen fr
understandin
g (General)
获取听力材料大意和主
要方面
Listen and tick the aspects that are mentined.
main rles
instruments
the unique sund cstumes
通过音频嵌
入播放， 能
提高课堂效
率；观察学
生能否听出
材料中涉及
的主要方面
语言能力：
能在听的过程中， 围绕听力文本内容记录重点信息，整体理解和简要概括主要内容。
思维品质：
能辨识信息之间的相关性，把握听力文本的整体意义；能提取、整理、概括听力的主要内容。
IW
4’
Step 3
Listen fr
understandin
g (Specific)
获取听力材料的事实性信息（时 间 ， 技巧， 角色，声音，服饰）
Listen again part by part and fill in the blanks in the hand-ut.
T get ready t help Ss t
deal with sme
prblems during
listening with the help f the listening strategy and smart class system.
通过及时投
票和随机选
人的形式，
帮助教师及
时诊断并给予 解 决 措施；观察学
生能否获取
并梳理有关
京剧的事实性信息
IW
10’
设计意图：帮助学生获取听力材料的基本信息，并建立对听力材料的整体理解。（获取与梳理，概括与整合）
Step 4
Listen fr
understandin
g (Specific)
整合听力材料中的逻辑关系词，借助可视化图形呈现结构化知识
Listen t the specific part and answer the questins. T guides Ss t find ut the lgical wrds used by Dr. Liu t give reasns.
1. Why is Beijing Opera a natinal treasure f
China?
2. Why d perfrmers sing in very high
vices?
3. Why are the
cstumes in bright clrs?
通过流程图的制作与展示，帮助学生构建知识网络体系；观察学生能否理解逻辑关系并找出居中的逻辑关系词
语言能力：
能在听的过程中， 围绕语篇内容，整体理解并简要概括主要内容；能用简单的连接词建立语义联系。
思维品质：
能从不同角度解读语篇，推断语篇的深层含义。
学习能力：
能在学习活动中与他人合作，共同 完 成 学 习 任务； 能在学习过程中认真思考，主动探究。
IW
3’
Step 5
View and learn
获取补充视频
Watch a shrt vide
abut the masks f
Beijing Opera and find ut the meaning f each
通过嵌入视
频播放， 高
效补充话题
相关知识，
丰富课本知
IW
3’
材料的事实性信息（不同颜色的面具代表的涵义）
clr.
识架构；观
察学生能否
获取并梳理
有关京剧脸
谱的事实性信息
设计意图： 引导学生梳理文本中的逻辑关系词并体会逻辑关系词的运用带来的表意效果；基于听力材料，补充有关京剧脸谱的信息，同时完善知识框架图， 以可视化的图形呈现结构化知识，为学生接下来的自主活动做好准备。（获取与梳理，概括与整合）
Pst-listening
Step 6
Think and
share
应用听力中整合的事实性信息及逻辑关系词， 向他人介绍京剧
Ss wrk in pairs t d a rle play. Intrduce Beijing Opera t a friend frm America with the help f what they have learnt.
通过同伴结对的形式，高效地展开学生活动；观察学生能否应用听力中整合的事实性信息及逻 辑 关 系词， 以恰当语言向他人介绍京剧
语言能力：
能围绕主题，运用所学语言，描述京剧。
思维品质：
能提取、整理、概括语篇的关键信 息 、 主 要 内容 、 思想和观点，判断各种信息 的 异 同 和 关联。
学习能力：
能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究。
IW/PW
5’
设计意图： 引导学生选取并运用所学有关知识，合理运用逻辑关系词， 以同伴合作的形式进行角色扮演的形式向外国友人介绍京剧。（分析和判断，内化和运用）
Step 7
Think and
share
在 新 的 情 境中，基于所学知识创造性地设计活动并阐述原因
Ss wrk in grups t design a Beijing Opera festival and select a reprter t shw the plan including its aim, activities and reasn.
通过课前系
统内分组形
式， 高效开展 小 组 合作；观察学
生能否创造
性地提出观
点并基于所学 基 础 知识，贯彻落
实用英语讲
好中国故事的理念
语言能力：
能围绕主题，运用所学语言，表达观点和态度。文化意识：
能理解与感悟中国优秀艺术文化的内涵；能欣赏 、鉴别美好事物 , 形成健康的审美情趣。
思维品质：
能从不同角度解读所学内容，推断其的深层含义，做出正确的价值判断；能依
IW/GW
10’
据不同信息进行独立思考，阐述文本的内容和自己的观点，说明理由。
设计意图：创设新的情境， 以小组合作的形式， 引导学生基于所学知识创造性地讨论并设计活动来继承与发扬京剧文化并阐述原因。（批判与评价，想象与创造）
Hmewrk
板书设计
教学反思
Highlights:
Prper teaching methds and teaching aids especially smart class system are used t meet students’ special needs. Fr example, the Micr-lessns befre class and questinnaires during class.
Students play the majr rle in the class and teacher just plays the rle f leader which meets the requirement f New Curriculum Standard. Fr example ， Under the guidance f teachers, students btain infrmatin frm listening texts and frm knwledge diagram. Students independently cmplete pair and grup activities.
Diversified evaluatins run thrugh the whle class. Timely evaluatins guide teachers' teaching and students' learning, which meets the requirements f the integratin f teaching, learning and evaluatin. Fr example ， During the listening prcess, teachers prmptly diagnse students' prblems and prvide helps.
Weakness:
Insufficient time fr adding mre relevant infrmatin abut Beijing Opera and inviting all students’ t shw in the class.