北师大版（2019）必修三Unit 7 Art Lesson 2 Beijing Opera教案

Unit 7 Art
Lesson 2 Beijing Opera
Teaching Objective:
·To read and talk about Beijing Opera
·To listen for understanding
·To recall information previously heard
·To express and discuss emotions
Difficult points
·Students might have difficulty recalling information they just heard.
·Students might not feel comfortable role playing with expressions.
Process：
Step 1：
Activate and Share
How would you introduce Beijing Opera to someone who doesn't know about it What are the main roles Look at the photos and choose a description for each role.
· Before you start, ask the students if they have been to Beijing Opera and what their experiences were. Write these examples on the board.
· Read the rubric and discuss the questions as a class. Ensure that all students get a chance to answer the questions.
· Instruct students to work independently and match the photos with the descriptions.
Step 2：
Listen for Understanding
Dr. Liu is talking about Beijing Opera on a radio programme. Listen and tick the aspects that are mentioned.
·Ask a volunteer student to read the rubric and the four aspects. Explain any unknown terms.
·Instruct students to tick the aspects that are mentioned as they listen to the radio programme.
1. Listen again. Answer the questions.
· Explain to students that they will listen to the radio programme once more, and this time to listen for details.
· Preview the questions with the students.
· Suggest that students underline or take notes as they listen.
· Students work independently or in pairs to answer the questions in full sentences.
2. Listen again and find the answers to these questions. Take notes.
· Read aloud the rubric and the Skill Builder. Then read each question. Explain any difficult words.
· In pairs, students discuss the answers.
· While the radio programme is playing, students check and complete their answers.
· Discuss the answers as a class.
3. Listen again. List the key phrases used by Dr. Liu to give reasons. Then, talk about whether you like Beijing Opera. Give your reasons.
· Read the rubric. Revise the Skill Builder.
· In pairs, students listen and take note of the key phrases used by Dr. Liu to give reasons.
· Review the answers as a class.
· Create a class discussion on the students' opinion of Beijing Opera. Each student needs to provide their opinion and support with logical reasoning.
4. Introduce Beijing Opera to a group of students from another country.
· Divide students into five groups. Each group discusses one of the below topics in relation to Beijing Opera: the four roles, costumes and masks, sound and singing, history and interesting features.
· Each group selects one person to be the scribe and write down notes for the group.
· Each student in the group describes the chosen topic. The scribe can mind map this information.
· Each group writes a few complete sentences about their topic on Beijing Opera using these descriptions.
· The class can ask questions about the topic and members from the group can help to answer the questions.
Step 3：
Focus on Function: Expressing Emotions (2)
Ⅰ. Listen to a dialogue about Beijing Opera. Answer the questions.
· Read the rubric and questions aloud to the students.
· Play the dialogue.
· In pairs, students answer the questions in full sentences.
· Discuss the answers as a class.
Ⅱ. Listen and imitate. What emotions do the speakers express Write satisfaction, worry or regret after the sentences in the Talk Builder.
· Read aloud the rubric and the Talk Builder box as a class. Explain any unknown terms.
· Tell students that they will listen to the dialogue for more detail.
· As students listen to the dialogue, they need to identify the emotion for each sentence in the brackets.
Step 4：
Speak
Pair Work Act out a dialogue between a Chinese student and a foreign student after watching a local opera.
· Explain to students that they will be watching a short local opera. Students need to take note of the roles, costumes and masks, sound and singing, history and interesting features. Play only some parts of your prepared video, either from TV or from online resources.
· Divide the class into pairs. Tell students that they will role play a dialogue between a Chinese student and a foreign student.
· Student A is role-playing a Chinese student, who understands the different elements of opera. Student B is role-playing a foreign student, who does not understand opera and asks questions.
· In pairs, students first write down five questions that a foreign student would ask about the opera; then students provide responses in a script format.
· Students can practise their role play and perform it for the class.
2