资源简介

学校 课题 U7 L2 Beijing Opera
年级 高一 学科 英语
教材分析 Analysis of teaching material: Lesson 2 Beijing Opera is selected from Unit 7 Art of Compulsory book 3 published by Beijing Normal University Press. Analysis of Unit 7: This unit's theme is art and it belongs to the theme group of "Literature, Art and Sports" under the theme context of "People and Society". It involves contents such as "drama, painting, and music". We learn to introduce our favorite art in English, perceive the charm of art, improve our artistic appreciation ability, understand China's quintessential Peking Opera, enhance cultural confidence, and learn the excellent qualities of artists. Analysis of lesson2: This lesson is a special interview which introduces China's quintessential art form, Peking Opera, from various aspects. It originated in the 18th century and combines various techniques such as singing, talking, acting, and music, as well as dancing and acrobatics. Since these elements are extremely difficult to master, it is known as one of China's quintessential art forms. Peking Opera actors often play four roles: sheng, dan, jing, and chou. Each role has its own singing and performing style. In the past, Peking Opera was often performed on open-air stages. To make sure the audience could hear clearly, actors needed to sing loudly. The costumes of Peking Opera are usually relatively colorful. Because in the past, oil lamps were used for lighting during performances and the light was dim. Only by wearing brightly colored costumes could attract people's attention.
学情分析 Analysis of students: The students targeted for this class are from grade one in senior high school. The English learning situation of these students is as follows: 1. Students know relatively little about the topic of this lesson. However, since it is related to traditional Chinese culture, they have a certain degree of learning interest. 2. After learning about paintings in Lesson 1, students no longer have the initial fear of topics beyond their cognitive range and have a high learning initiative.
教学目标 Teaching Objectives: By the end of this lesson, students will be able to: 1. Get the factual information in the listening material about Peking Opera through listening to the main aspects and its details and blank-filling in the diagram. 2. Identify the logical relationships between/among sentences through answering the three questions and applying them in the pair work. 2. Introduce Peking Opera to foreign friends and apply the acquired language knowledge through a role-play. 3. Innovate a new way Design an activity to spread Peking Opera and explain the purpose and reason of the activity. (Transfer and innovation)
教学重难点 Teaching key points and difficulties: 1. Exchange how to protect and inherit the art of Beijing opera and complete an interview to introduce Beijing Opera. 2. Obtain and comb basic information about Beijing Opera.
教学准备 textbook, multimedia, smart class system, blackboard and chalk, AI tool.
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 to review the pre-class tasks and introduce the topic, Beijing Opera. With the help of smart classroom tools, the teacher guides students to complete relevant questionnaires about 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 shows the contributions made by the government and all sectors of society to promote Peking Opera, the teacher guides the students to think about the question: what can we do to 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’
down 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 for understandin g (General) 获取听力材料大意和主 要方面 Listen and tick the aspects that are mentioned. main roles instruments the unique sound costumes 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 for 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-out. T get ready to help Ss to deal with some problems during listening with the help of 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 for 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 to the specific part and answer the questions. T guides Ss to find out the logical words used by Dr. Liu to give reasons. 1. Why is Beijing Opera a national treasure of China 2. Why do performers sing in very high voices 3. Why are the costumes in bright colors 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 short video about the masks of Beijing Opera and find out the meaning of 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） color. 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）
Post-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 work in pairs to do a role play. Introduce Beijing Opera to a friend from America with the help of 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 work in groups to design a Beijing Opera festival and select a reporter to show the plan including its aim, activities and reason. 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）
Homework
板书设计
教学反思 Highlights: Proper teaching methods and teaching aids especially smart class system are used to meet students’ special needs. For example, the Micro-lessons before class and questionnaires during class. Students play the major role in the class and teacher just plays the role of leader which meets the requirement of New Curriculum Standard. For example ， Under the guidance of teachers, students obtain information from listening texts and form knowledge diagram. Students independently complete pair and group activities. Diversified evaluations run through the whole class. Timely evaluations guide teachers' teaching and students' learning, which meets the requirements of the integration of teaching, learning and evaluation. For example ， During the listening process, teachers promptly diagnose students' problems and provide helps. Weakness: Insufficient time for adding more relevant information about Beijing Opera and inviting all students’ to show in the class.

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