Unit+4+Stage+and+Screen+When+HAMLET+meets+PEKING+OPERA教学设计 高中英语外研版高中英语必修第二册

Unit4WhenHAMLETmeetsPEKINGOPERA教学设计1.Teachingaims(1)Tohelpstudentsgetthemainideaofthispassageandsomedetailedinformationthroughreading.(2)TohelpstudentsunderstandthefeaturesofPekingOperaandthechangesoftheauthor’semotion,learnandmasterthelanguagerelatedtoPekingOpera.(3)TohelpstudentscorrectlydistinguishtheculturaldifferencesbetweeneastandwestanddoourbesttospreadexcellentChineseculture.2.Importantpointsofteaching(1)Studentscanfeelthechangesofauthor’semotionsinvaryingperiodswhenseeingPekingOpera,masterlanguagerelatedtoPekingOperaandputitintouse.(2)Studentscancorrectlydistinguishtheculturaldifferencesbetweeneastandwest,buildculturalconfidence,inheritandspreadChinesetraditionalculture.3.Difficultpointsofteaching(1)HowtoleadstudentstoapplythelanguageusedtodescribeperformanceofPekingOperatowritingandconversations.(2)Howtohelpstudentsbuildculturalconfidence,inheritandspreadChinesetraditionalculture.4.TeachingtoolsVideos,pptandlearningguidepaper5.TeachingproceduresStep1Lead-inTeacherfirstshowsavideoofanoperaandaskswhatthevideoisabout.Studentswatchthevideoandanswer.TeacherintroducesHamletinbriefandshowpicturesaboutPekingOperaandsays,“Wearenotfamiliarwithoperas,butweknowPekingOpera.SowhatwillhappenwhenHamletmeetsPekingOpera?”【设计意图】视频导入吸引学生的注意力，激发学生的学习兴趣。通过观看视频学生对歌剧有一定的认识，再结合京剧的特点，学生能够更好地体会作者的情境，感受课文题目的意义，在阅读时可以身临其境。Step2FastreadingTeacherasksstudentstoreadquicklyandgetthemainideaandwritingpurpose.Askstudentstopayattentiontothestructure.Studentsreadthepassageandsharetheanswers.(1)Themainideasofthepassageis“PekingOperausesdifferentformstoconveythesamethemeofHamlet.”(2)TheauthorwritesthepassagetosharetheuniqueexperienceofseeingaPekingOperaversionofHamlet.(3)Studentsgetthestructureofthepassagebyplayingagame.Part1(Para1-2)Beforetheperformance.Part2(Para3-4)Duringtheperformance.Part3(Para5)Aftertheperformance.【设计意图】通过快速阅读，学生掌握文章大意和作者的写作意图。通过分析篇章结构，学生能够更好的了解文章内容，阅读思路更加清晰，重点突出。Step3CarefulreadingTeacherasksstudentstoreadpart1,2and3carefullyandfinishthetasksrespectively.Studentsfinishthreetasksbycarefulreading.Task1Readparagraph1&2andfeeltheauthor'semotions.Task2Readparagraph3&4andfillintheblanks.Teacheranalysesthekeyinformationandasksstudentstorespectperformers’hardwork.Task3Readparagraph5andanswerthequestion.Whydoestheauthorsay“TheRevengeofPrinceZidanticksalltherightboxes”?【设计意图】细读部分让学生完成文章三个部分对应设置的三个不同任务，学生通过研读文本既能感受作者在表演前，表演中和表演后对京剧不同的感受，又能抓住文章的重点内容，对京剧表演的描写着重了解。学生通过学习也能感受到京剧演员的不易，学会尊重表演者,尊重艺术。Step4Postreading(1)Askstudentstoretellthepassageaccordingtothemindmap.(2)Askstudentstoactaconversationoutaccordingtothegiveninformationandaddmoreinformationifnecessary.YourforeignfriendChrishasalsoseenPekingOperaversionofHamlet,andyoucommunicatewithhimaboutit.I:KnowingthatyouhaveseenPekingOperaversionofHamlet,Iwonderwhetheryoulikeit.C:Ilikeitsomuch.I:Whatimpressedyoumost?C:...A:DoyouknowthehistoryofPekingOpera?C:...【设计意图】读后部分设置两个任务，目的都是让学生将输入的语言进行反复输出练习，不断加强对语言的概括和运用。在此过程中，学生运用自己的语言来介绍京剧，更能感受到京剧的魅力，同时增加对京剧的喜爱程度。Step5SummaryShowstudentsavideoofPekingOperaandconsiderthedifferencesbetweenwesternoperasandPekingOpera.AskstudentstoplayanothergametochoosecharacteristicsofwesternoperasandPekingOpera.TeacheraddsmoreinformationaboutthepopularityofPekingOperaandinvitesstudentstosharewaystospreadChinesetraditionalculture.Studentsbrainstormandgivesuggestions.【设计意图】通过对京剧和西方戏剧的对比，让学生感受不同的舞台表现形式，学会接纳、欣赏不同的文化。作为中国人，应该增强文化自信和民族自豪感，积极传播优秀的中国传统文化。Step6ReflectionBeforetheclassends,askstudentstoreflectthemselvesbyaskingfourquestions.HaveIgotthemainideaofthepassage?CanIretellthepassageaccordingtothemindmap?CanIsumupthecharacteristicsofPekingOpera?CanIspreadChinesetraditionalculturetoothers?【设计意图】通过学后反思，让学生对本节课学习的内容进行总结，对自己的学习态度、学习内容进行反思、评价和调整。Step7HomeworkTeacherrecommendssomeworksofPekingOperaandasksstudentstolearnmoreaboutPekingOperabysurfingtheInternetandsharetheiropinionsnextclass.【设计意图】基于本节课的学习内容，推荐给学生著名的京剧作品，让学生课后继续感悟京剧的魅力，并将本节课学习内容进行整合练习，准备下一节课的分享。Writing你的外国朋友Tom对中国的京剧感兴趣，他想了解更多关于京剧的知识，请你写一封邮件向他具体介绍一下京剧,并推荐他观看京剧版《哈姆雷特》。DearTom,______________________________________________________________________（写信目的）PekingoperaisaformoftraditionalChinesetheatrewhichcombines___________and___________.Itarose__________andbecamefullydevelopedandrecognizedbythemid-19thcentury.TheformhascometoberegardedasoneoftheculturaltreasuresofChina.Thestage_______.Thesoundusuallyshownbyanorchestra_________,suchas_______________.Thecostumesandmasksofthecharacters___________.Theperformers________________________________.Theirmovement_________.（可再补充相关信息）Irecommend________________andIhope_____________.Lookingforwardtoyoursharing.Yours,Lihua课后反思在这节课前我让学生上网去搜集了西方戏剧和京剧的相关信息，学生对本节课的学习内容有了一定的了解。但很多学生搜集的都是汉语内容，因此在语言积累上还有所欠缺。在授课过程中从导入开始我慢慢引导，让学生动脑思考，参与课堂。在快速阅读和细读部分学生都能在问题的引导下认真阅读，快速定位，归纳总结，完成任务。在读后的两个环节，大部分学生也能依靠思维导图和提示的语言进行复述和对话，但内容过于简单，仅限于把提示的内容和课本的词汇、短语运用其中，自己积累的东西展示的比较少。在备课时本来准备了一个写作的环节，但考虑到时间问题改成了对话，一方面是对学生的能力信心不足，怕时间不充裕学生完成不了；另外学生的写作中还存在诸多语法问题，因此让学生通过对话的方式更容易输出一些，但也要注意对话中的一些细节，如词汇、语法等。这两个任务主要是鼓励学生大胆表述，积极将所学转化为自己的知识进行运用，效果较好，不足