外研版（2019）必修第二册Unit 4 Stage and Screen Using language 教学设计（表格式）
文档属性
| 名称 | 外研版（2019）必修第二册Unit 4 Stage and Screen Using language 教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 17.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-08-17 23:13:05 | ||
图片预览
文档简介
When Hamlet Meets Peking Opera
主题语境：人与社会-文学、艺术与体育
语篇类型：记叙文
授课时长：一课时（45分钟）
文本分析
本课是一篇介绍观看京剧荆轲刺秦经历的阅读文章。该文记录了作者在看前看中看后三个阶段的情绪感受及原因。文章按照时间顺序展开。重点词汇主要涉及京剧术语、个人感受等，如movements, version, string, exaggerated, mime, whip, transform, technique, universe, backflip, incredible, dazzle, energetic, clap, on the edge of my seat, grief, poetry, explosive, tick all the right boxes, 句式主要涉及有关情绪表达等。本文的价值取向在于学生通过本文的学习，对比中外文化艺术异同，鉴赏中外优秀传统文化，树立国际视野，涵养家国情怀，坚定文化自信。
学情分析
本班学生英语基础较好，学习态度较认真，学习热情高。学生已基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点，以及批判评价方面的能力都比较欠缺。此外，虽然本课与学生日常生活联系紧密，但受制于有限的语言储备，学生在语言表达时可能不够完整、丰富。
教学目标
在本课学习结束时，学生能够:
1.获取并梳理文中作者的京剧观看感受及原因等事实性信息;
2.概括、整合京剧相关知识，建构结构化知识；
3.借助可视化图形，小组合作复述；
4.评价作者对于京剧的观点，发表自己的观点；
5.小组合作，制作介绍京剧的短视频，全班展示；
6.对比中外文化艺术异同，鉴赏中外优秀传统文化，树立国际视野，涵养家国情怀，坚定文化自信。
步骤 教学活动 设计意图 互动模式
Pre-reading
Step 1 Ss watch a video about Hamlet and Peking Opera and compare them. 利用视频创设情境，引出主题，理解关键词汇。 IW
Step 2 Ss look at the pictures and discuss their similarities and differences in groups and share their answers with the whole class. 导入主题，激活学生已有的关于解决问题的认知和经验。 IW GW
While-reading
Step 3 1st reading for main idea Ss read the title “When Hamlet meets Peking Opera" and pictures and predict what might be talked about in the text. T invites Ss to read the passage and find out what aspects of Peking Opera most impressed the author. 整体感知文章，培养学生根据题目插图预测文章及速读获取文章大意的能力。 IW
Step 4 2nd reading for details T asks each student to read the text carefully again and complete the chart with words and expressions from the passage; then share and revise their answers in groups. Ss are encouraged to use a dictionary if they come across any new words. T invites two groups to show their answers and then try to find all the elements about Peking Opera to the whole class. During the retelling, T draws a mind map on the blackboard. 获取并梳理文中作者的京剧观看感受及原因等事实性信息。概括、整合京剧相关知识，建构结构化知识。借助可视化图形，小组合作复述，在描述的过程中引导学生内化结构化新知和关键语言，并根据语篇表层信息启发深度思考。 IW GW
Step 5 3rd reading for theme Based on the information from the text and the mind map, T asks Ss to answer the following questions: 1.Why does the author say “ The revenge of Prince Zidan ticks all the right boxes” 2.How could you help a friend from overseas understand Peking Opera Ss share their summaries and give evidence to support their conclusions first in groups and then with the whole class. 评价作者对于京剧的观点，发表自己的观点。培养学生批判性及发散性思维品质，提高发现问题解决问题的能力。 IW GW
Post-reading
Step 6 Ss work in groups to prepare their vlog describing Peking Opera. Ss present first in groups and then with the whole class. Ss and T together reflect and summarise what has been learned. 小组合作，制作介绍京剧的短视频，引导学生超越语篇，用所学语言做事情，推动迁移创新。 GW CW
Homework
备注： Ss: Students T: Teacher IW: Individual work GW: group work CW: Class work
主题语境：人与社会-文学、艺术与体育
语篇类型：记叙文
授课时长：一课时（45分钟）
文本分析
本课是一篇介绍观看京剧荆轲刺秦经历的阅读文章。该文记录了作者在看前看中看后三个阶段的情绪感受及原因。文章按照时间顺序展开。重点词汇主要涉及京剧术语、个人感受等，如movements, version, string, exaggerated, mime, whip, transform, technique, universe, backflip, incredible, dazzle, energetic, clap, on the edge of my seat, grief, poetry, explosive, tick all the right boxes, 句式主要涉及有关情绪表达等。本文的价值取向在于学生通过本文的学习，对比中外文化艺术异同，鉴赏中外优秀传统文化，树立国际视野，涵养家国情怀，坚定文化自信。
学情分析
本班学生英语基础较好，学习态度较认真，学习热情高。学生已基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点，以及批判评价方面的能力都比较欠缺。此外，虽然本课与学生日常生活联系紧密，但受制于有限的语言储备，学生在语言表达时可能不够完整、丰富。
教学目标
在本课学习结束时，学生能够:
1.获取并梳理文中作者的京剧观看感受及原因等事实性信息;
2.概括、整合京剧相关知识，建构结构化知识；
3.借助可视化图形，小组合作复述；
4.评价作者对于京剧的观点，发表自己的观点；
5.小组合作，制作介绍京剧的短视频，全班展示；
6.对比中外文化艺术异同，鉴赏中外优秀传统文化，树立国际视野，涵养家国情怀，坚定文化自信。
步骤 教学活动 设计意图 互动模式
Pre-reading
Step 1 Ss watch a video about Hamlet and Peking Opera and compare them. 利用视频创设情境，引出主题，理解关键词汇。 IW
Step 2 Ss look at the pictures and discuss their similarities and differences in groups and share their answers with the whole class. 导入主题，激活学生已有的关于解决问题的认知和经验。 IW GW
While-reading
Step 3 1st reading for main idea Ss read the title “When Hamlet meets Peking Opera" and pictures and predict what might be talked about in the text. T invites Ss to read the passage and find out what aspects of Peking Opera most impressed the author. 整体感知文章，培养学生根据题目插图预测文章及速读获取文章大意的能力。 IW
Step 4 2nd reading for details T asks each student to read the text carefully again and complete the chart with words and expressions from the passage; then share and revise their answers in groups. Ss are encouraged to use a dictionary if they come across any new words. T invites two groups to show their answers and then try to find all the elements about Peking Opera to the whole class. During the retelling, T draws a mind map on the blackboard. 获取并梳理文中作者的京剧观看感受及原因等事实性信息。概括、整合京剧相关知识，建构结构化知识。借助可视化图形，小组合作复述，在描述的过程中引导学生内化结构化新知和关键语言，并根据语篇表层信息启发深度思考。 IW GW
Step 5 3rd reading for theme Based on the information from the text and the mind map, T asks Ss to answer the following questions: 1.Why does the author say “ The revenge of Prince Zidan ticks all the right boxes” 2.How could you help a friend from overseas understand Peking Opera Ss share their summaries and give evidence to support their conclusions first in groups and then with the whole class. 评价作者对于京剧的观点，发表自己的观点。培养学生批判性及发散性思维品质，提高发现问题解决问题的能力。 IW GW
Post-reading
Step 6 Ss work in groups to prepare their vlog describing Peking Opera. Ss present first in groups and then with the whole class. Ss and T together reflect and summarise what has been learned. 小组合作，制作介绍京剧的短视频，引导学生超越语篇，用所学语言做事情，推动迁移创新。 GW CW
Homework
备注： Ss: Students T: Teacher IW: Individual work GW: group work CW: Class work