北师大版（2019）必修 第三册Unit 7 Art Lesson 2 Beijing Opera名师教学设计

Unit 7 Lesson 2 名师教学设计
课时内容：
Beijing Opera
主题语境：人与社会
主题群：文学、艺术与体育
子主题：戏剧
语篇类型：听力、图片
文本分析：
[what]本节课为听说课，听力部分包括两段关于国粹京剧的对话：第一段通过听录音，获取京剧的起源、主要舞台角色、声音和音乐、服饰特征等信息；第二段通过听录音学习如何表达“满意，担心、后悔”等情感。最后要求学生结对合作，以角色表演的形式呈现中外学生交谈的对话。
[Why]使学生了解京剧是我国国宝之一，是我国的国粹，也是百年来一代又一代京剧人艺术智慧的结晶，对中国文化发展有着重大的意义和深远的影响。
[How]将英语语用目标和本单元的主题语境结合起来，围绕“京剧”设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究。
课时目标：
1.了解京剧及四大角色的相关信息。
2.在现实生活中能用英语向他人介绍京剧，并表达情感。
3.提高学生发展和传承国粹的意识，培养中国情怀，坚定文化自信。
重点难点：
重点：
获取听力材料的细节信息，理解文本大致内容及承载的价值观。
难点：
1.通过口头和书面表达介绍京剧。
2.学会表达内心情感。
教学准备：
教师准备：
京剧相关背景知识。
学生准备：
1.预习本课词汇。
2.通过多渠道提前了解京剧相关知识。
教学过程：
Step I学习理解
活动一：感知与注意
1. Write the title on the blackboard, and ask students answer the two questions:
How would you introduce Beijing Opera to someone who doesn’t know about it
What are the main roles
2. Ask students to look at the photos and choose description for each role.
(1) Instruct students to work independently and match the photos with the descriptions.
female roles common male roles male roles with brightly painted masks clown roles
(2) Discuss the answers as a class.
Suggested answers: a female roles b clown roles c common male roles d male roles with brightly painted masks
3. Ask students a question.
What do you know about the four main roles and Beijing Opera
【设计意图】通过标题和四个舞台角色的讨论，训练学生获取信息的能力，为后面的学习作铺垫。
活动二：获取与梳理
1. Listen for understanding.
(1) Ask students to read the rubric and the four aspects. Explain any unknown terms. Then instruct students to listen and tick the aspects that are mentioned.
main roles
instruments
the unique sound
costumes
Suggested answers: main roles; the unique sound; costumes
(2) Ask students to listen again and answer the questions.
Read the questions with students. Suggest that students underline or take notes as they listen.
When did Beijing Opera start
What forms of performance are combined together in Beijing Opera
How many roles can be found in Beijing Opera What are they
What are some of the special features of Beijing Opera
Ask students to work independently and answer the questions in full sentences.
Check answers as a class. If needed, replay the radio programme and point out different features of Beijing Opera.
Suggested answers: It started in the late eighteenth century. It combines acting, talking, singing, music, dancing and acrobatics together. There are four roles: sheng, dan, jing, chou. It has a very unique sound and beautiful costumes.
(3) Strategy learning.
Ask students to read the Skill Builder and make sure they understand its meaning.
Ask students to listen again and find the answers to these questions. They can discuss the answers in pairs or as a class.
Why is Beijing Opera a national treasure of China
Why do performers sing in very high voices
Why are the costumes in bright colours
Suggested answers: Beijing Opera is a national treasure of China be uses acting, talking, singing, music, dancing and acrobatics. All of those are difficult to master. Performers sing with very high voices because in the early days, it was usually performed on open-air stages. In order to be heard over the crowds, the music had to be loud and performers had to sing in very high voices. Costumes are in bright colours because in the past, it was often performed on stages that were lit only by oil lamps. The costumes had to have bright and colourful patterns. Otherwise, it would have been t difficult to attract the audience’s attention.
(4) Listen again and list the key phrases used by Dr. Liu to give reasons.
Suggested answers: Yes. That’s why… This is because… In order to be… Otherwise,…
(5) Ask students to talk about whether they like Beijing Opera and give their reasons.
(6) Instruct students to introduce Beijing Opera to a group of students from another country.
Ask students to work in groups of at least 4. 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 chooses one student as the leader. Each student in the group describes the chosen topic and the leader writes down notes for the group.
Each leader from the group reads what he/she gathered to the class. Then role-play.
【设计意图】通过听音频获取京剧的起源、主要舞台角色、声音和音乐、服饰特征、表演形式等信息，训练学生从听力文本中抓住主要内容，获取相关信息的能力。
2. Focus on function：Expressing emotions.
(1) Listen and answer.
Ask students to read the questions below. Then play the dialogue about Beijing Opera for them to answer the questions.
Who went to see Beijing Opera
How did the person feel about it
What didn’t the person understand
Suggested answers: Lucy went to see Beijing Opera. She felt that it was an excellent show. She didn’t understand the part where the main t character walks across the stage with a flag on each side of her.
(2) Listen and imitate.
Ask the whole class to read aloud the Talk Builder below Write satisfaction, worry or regret after the sentences in the Talk Builder.
Ask students to explore the following questions.
What do these emotions mean
Which are positive emotions
Which are negative emotions
How can you show these emotions
Ask students to listen to the dialogue again and check the answers.
Suggested answers: ① satisfaction ② satisfaction ③ worry ④ satisfaction ⑤ satisfaction ⑥ regret ⑦ regret
【设计意图】要求学生听一段对话，根据语音、语调推测说话人的内心情感并模仿，让学生了解：同一句话，使用不同的语调，就会产生不同的意思。
Step Ⅱ 应用实践
活动三：描述与阐释
Do you know more about the four main roles and Beijing Opera
【备注】相关知识请见“备课资料 I Beijing Opera”。
Step Ⅲ 迁移创新
活动四：想象与创造
Act out a dialogue between a Chinese student and a foreign student after watching a local opera.
(1) Ask students to work in pairs. One is a Chinese student who understands the different elements of opera and the other is a foreign student who does not understand opera and asks questions.
(2) Make a dialogue relating to some questions that a foreign student would ask about the opera.
(3) Encourage students to practise their role play and perform it for the class.
【设计意图】通过创编对话，内化和运用语言知识，调动学生的积极性，有助于促进英语学科核心素养的形成和发展。
板书设计：
Unit 7 Art Period III Lesson 2 I.学习理解 活动一：感知与注意 活动二：获取与梳理 1. Listen for understanding. 2. Focus on function: Expressing emotions Ⅱ.应用实践 活动三：描述与阐释 Ⅲ.迁移创新 活动四：想象与创造
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