职高英语第三酻nit6 Bejing Opera说课设计.doc

职高英语第三册Unit 6 Bejing Opera说课设计作者：单厚娥 Unit 6 Reading A , Beijing Opera Good afternoon, ladies and gentlemen. Today Im very pleased to have my teaching ideas shared with you . My topic is Beijing Opera taken from Unit 6, Book 3 . It is made up of 8 parts.Part 1 The analysis of the teaching materialStatus and function Reading A “Beijing opera” is the first part of Unit 6.It is the core of the unit .It plays a very important part in the teaching of this unit. By studying this text, Ss can improve their reading ability, learn more about the traditional Bejing opera. Meanwhile, the Ss can receive moral education. In other words, by my teaching , they may develop their intersts in the traditional chinese art form Bejing opera.Part 2 The analysis of students situationThe students in my class are in grade two. They all know it is very important for their future to learn English well .But they know little about Bejing opera .Whats more ,they dont like it .So I should cultivate the students interest in Bejing opera and solve different kinds of language problemsPart 3 Teaching aims:1. Knowledge aims:To get the students understand the main idea of the text.To learn the usage of some expressions such as :originate in ,in common with ,date back from (to ),be characterized by To know about the difference between the Present and Past participles 2. Ability aims: To improve the students listening ,reading ,speaking ability3. Emotion aims: To make the Ss know more about Beijing Opera,for example : its history ,characteristics and so on.To develop their interest in Beijing opera.Multi-level Teaching AimsHighlevel students -to finish some difficult tasks and express themselves naturally.Mid-level students - to master the general idea of the text and finish some exercise flexibly Low-level students - to master those basic words , phrases and finish some easy exercisesPart 4 教学要点 Teaching pointsThe important points:Enable the students to master and use theimportant words and phraseThe difficult points: Enable the students to retell the whole text and know about the difference between the present and Past participles Part 5 教学方法 Teaching methods The Whole Reading Approach (整体阅读教学法）The Task-based Approach （任务型教学法）Multi-level teaching methods ( 层次教学法) 学法 Learning methods and principles Cooperative learning (合作学习) match Ss different learning styles2. Self-learning (自主学习) stretch Ss different learning style groups3.Competition in groups-divide the whole class into a few groupsTeaching aids - Multimedia computer,tape recorder.With the help of multimedia aids, stimulate the students motivation of learning and improve the students abilitiesPart 6.教学过程 Teaching procedures (45)To make my class interesting , challengable ,and impressive , Ill have competions going through the whole class.So from the very beginning Ill divide the students into two or four groups according to the number of the students.The competion will be held between the groups .The winner group will get a reward by my drawing stars.Step 1 _Lead- in (5)Ill lead in the new content by my playing a song with a musical instument called -巴乌 aiming to arouse the studentsinterest in Beijing operaLeading-in questions (for low and mid-level students) :(meanwhile, the competion among the groups begins from this moment) 1.Could you tell me whats the name of this song I played just now and what kind of opera it is? 2.Do you know how many typies in Bejing opera ? What are they ?3.Could you tell me some famous performers of Bejing opera?Step 2 listening (7 minutes)Task 1 Questions after listening(for mid-level students) : (another round of competion begins )1. when did Bejing Opera originate ?(It originated in the late 18th century)2. In 1790s , why did Anhui Province opera group perform in Beijing?(They were ordered by the emperor)3. By what is the beijing opera characterized? (by its combination of singing, dialogue, acrobatics, Kungfu and pantomime)4. How many types of roles in bejing opera ?( the sheng ,dan, jing amd chou )Purpose: To train Sslistening comprehension by answering the questions Task 2 After fast reading,finish the task : True or False (Competition activity for low and mid-level students)1.Beijing opera originated in the late 19thcentury.(F)2.Beijing opera is the opera of the masses dan(T)3.Symbolism is very important in Beijing opera.(T)4.Over the past 100 years, many schools and famous performers have emerged(F)5.In Beijing opera there are three type of roles: the sheng, dan, jing.(F)Step 3 Intensive reading (17 minutes in all )_the main part of the whole classFirstly :Ill show the notes to the text (4 Minutes)1 . Originate in : 起源于 ;由. 引起Her book originated in a short story.Their friendship Originated in a chance meeting .2. in common with 和一样 They have nothing in commom with one another . In common with many people , he prefers the country music .3.date back to 追溯到 ,起自某个时代 This town dates back to Roman times . My interst in stamp collecting dates from my schooldays4. be characterized by 以 为特征;表现的特点 Your work is characterized by lack of attention to details 你的工作特点是不注意细节.Sichun food is characterized by its spicy flavor.川菜以其辣味为特征5 .be accompanied by 在 . . 的陪伴下The rain was accompanied by a high wind.风雨交加She entered , accompanied by her mother .6 represent 代表 标志 象征 The manager could not go to the meeting , so Mr Smith represented himSecondly : Individual work and Pair work . ( 8 Minutes)Secondly,Ask the sutents to read the text carefully and then discuss the main idea of each paragraph in pairs and then Ill show the main ideas, as follows :para 1 ,2: The hisory of Bejing opera para 3 The characteristics and the theme of Bejing operapara 4 5 6 The four types of Bejing opera (Here Ill show the students some pictures of Sheng,dan ,jin, chou and some famouse Beijing opera actors)para 7 Symbolism of Bejing opera para 8 Famouse actors of Bejing opera para 9 The importance of Bejing opera (conclusion) Meawhile I will show some pictures related to the text.Thirdly -Task: ask the students to read the text again and get more detailed information then try to retell the text (for high-level students-6 minutes)Purpose: This activity is employed to make the Ss get a further impression of the whole text and improve their speaking ability.Step 4 Reinforced practice (6 minutes)Aiming to strengthen the memory of the whole text including key phrases and deal with the difficult points .At first ,Ill show some examples in the text and then explain the diffrences between the present and past participles invoved in this text : the present participles have the active meaning while the past ones have the passive meaning :Arriving the station,he found the train left. （主动关系)The painted faces are symbolic and exaggerated（被动关系）Chou are basically the clowns marked by a small , aquare-shaped white area on their noses. （被动关系）Then do exercises quickly in class 1 _ (Known , Knowing)as Chinas national opera, Beijing opera _(originated originating)in the late 18th centrury. 2 It has nothing in c_with the opera of the west.(common)3 Beijing opera d_ back to 1790 when four opera groups from Anhui Province performed on tour in Beijing by o_of the emperor.(dates order)4 Beijing opera is the opera of the masses. It is _(charaterized, charaterizing )by its combination of singing ,dialogue ,acrobatics,Kungfu and pantomime .5 Actors wear attractive costumes and the performance is _(accompanied, accompaning) by loud rhythems _(produced, producing) with traditional musical instruments. 6 In Bejing opera there are four t_ of roles: sheng dan jing and chou.Sheng can be d _ into three categories:the old ,the young and the Kungfu experts .(typesdivided ) Step 5 Discussion in class : (8 minutes)“How to keep Beijing opera alive and popular ” By having this discussion ,I can develop the students speaking ability Conclusion (1 minute) Free time (2 minutes) is given to the students to recall the learning content and some puzzled questiones about the text are expected to be asked . Step 6 Homework (1 minutes ) 1 Write a composition with the disscussion t