外研社必修2 Unit4语篇分析+阅读单（教师版）
外研版 必修2 Unit4 Reading and Thinking语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 1.文章标题：When Hamlet Meets Peking Opera 2.文章类型：记叙文 3.主题/中心思想：本单元的主题语境是“人与社会——影视、戏剧艺术”，涉及的主题语境内容是舞台与荧屏上常见的几种艺术形式，并通过语篇呈现主要内容：《王子复仇记》的观看体验和《牡丹亭》的观看体验。本篇文章属于记叙文，文章介绍中国京剧的艺术特点，展现京剧的艺术魅力。体现中西方艺术文化的碰撞与融合，引导学生对多元艺术文化的理解和包容。
二、文本结构与内容分析 整体结构：文章以第一人称叙述，通过作者的亲身经历，对比了莎士比亚的《哈姆雷特》与京剧版《王子复仇记》的异同。文章结构清晰，分为五个自然段，每段围绕一个核心主题展开，逻辑关系紧密，衔接自然。 段落分布： 第一段：引入主题与背景 第二段：京剧的历史与问题引入 第三段：京剧表演的独特之处 第四段：作者最喜欢的部分 第五段：总结与推荐 逻辑关系： 1. 引入与铺垫：第一段通过作者对《哈姆雷特》的熟悉引入主题，第二段通过京剧的历史背景提出问题，自然过渡到观剧经历。 2. 细节描写与情感体验：第三段和第四段通过具体细节描写京剧的独特之处，逐步展现作者的情感体验。 3. 总结与升华：第五段总结观剧体验，并升华主题，强调京剧的艺术价值和文化融合的意义。 衔接与连贯： 1. 时间顺序：文章按时间顺序展开，从作者对《哈姆雷特》的熟悉，到观看京剧版《王子复仇记》，再到观剧后的感受，逻辑清晰。 2. 关键词重复：通过重复关键词（如“京剧”“《哈姆雷特》”“表演”）保持文章的连贯性。 3. 过渡句：每段结尾通过过渡句自然引出下一段内容，如第二段结尾“为了找到答案，我必须去看看《王子复仇记》”引出第三段的观剧描写。 段落功能： 第一段：引入主题，交代作者对《哈姆雷特》的熟悉程度，并引出京剧版《哈姆雷特》的到来。 第二段：介绍京剧的历史背景，并提出核心问题——京剧是否比莎士比亚戏剧更容易理解？ 第三段：详细描述京剧表演的特点，突出其与传统西方戏剧的差异。 第四段：聚焦作者对京剧表演中最喜欢的部分——人物动作，进一步展现京剧的独特魅力。 第五段：总结作者的观剧体验，并推荐京剧版《王子复仇记》。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景： 1. 莎士比亚与《哈姆雷特》 威廉·莎士比亚（William Shakespeare）是英国文学史上最伟大的剧作家之一，被誉为“英国国宝”。他的作品对英语文学和世界戏剧产生了深远影响。 《哈姆雷特》是莎士比亚最著名的悲剧之一，讲述了丹麦王子哈姆雷特为父报仇的故事。 剧中探讨了人性、复仇、生死等深刻的哲学问题，尤其是“To be, or not to be”（生存还是毁灭）的独白，成为世界文学中的经典。 《哈姆雷特》在西方文化中具有重要地位，常被改编为电影、戏剧和歌剧。 2. 京剧 京剧起源于18世纪，是中国最具代表性的传统戏曲形式之一。 它融合了音乐、舞蹈、武术、杂技等多种艺术形式，被誉为“东方歌剧”。 背景知识的运用： 读者需要熟悉莎士比亚和他的作品，了解京剧的历史和艺术特点比如音乐，服装，动作和舞台设计。 写作意图： 文章通过对比《哈姆雷特》与京剧版《王子复仇记》，展现了中西文化的差异与融合。京剧作为中国传统文化的重要组成部分，通过改编西方经典，向世界展示了其独特的艺术形式和文化内涵。文章通过作者的亲身体验，向读者传递了京剧的魅力和文化价值。
四、情感态度与价值取向分析 情感态度： 对《哈姆雷特》，作者充满自信与尊重，认为它是莎士比亚最重要的作品，具有极高的文学价值。对京剧，从最初的好奇与陌生，到观看后的惊讶、震撼与喜爱，作者逐渐被京剧的音乐、服装、动作和舞台设计所吸引，尤其是哈姆雷特王子的后空翻，令其印象深刻。 价值取向： 1. 文化多样性：作者通过对比中西文化，表达了对文化差异的尊重与欣赏，强调文化多样性的重要性。 2. 跨文化融合：作者认同并支持京剧版《王子复仇记》的跨文化改编，认为其为中西文化交流提供了新的可能性。 3. 传统文化传承：作者通过介绍京剧的历史与特点，表达了对中国传统文化的尊重与支持，呼吁关注传统文化的传承与创新。
五、论点与文章有效性分析 论点清晰度与证据支持： 本文核心论点是：京剧版《王子复仇记》通过独特的艺术形式成功展现了《哈姆雷特》的主题，体现了中西文化融合的魅力。论点清晰，贯穿全文：作者对《哈姆雷特》的熟悉与对京剧的好奇引出问题。通过京剧的音乐、服装、动作等细节，展示其艺术魅力。作者观剧体验强调京剧版《王子复仇记》的文化融合价值。具体描写京胡、脸谱、后空翻等细节，结合作者情感变化，充分支持论点。 文章有效性与局限性： 有效性： 1. 文化传播：通过京剧的音乐、服装、动作等细节描写，生动展示其艺术魅力，促进中西文化交流。 2. 情感共鸣：作者从好奇到震撼的情感变化，引发读者对京剧的兴趣与认同。 3. 逻辑清晰：结构明确，论点贯穿全文，证据充分。 局限性： 1. 视角单一：仅从西方观众视角描述，缺乏对中国观众或京剧演员的视角。 2. 深度不足：对文化融合的意义探讨较浅，未深入分析历史与社会背景。 文章与现实的联系： 本文通过京剧版《王子复仇记》的改编，反映了现实中中西文化交流与融合的趋势。随着全球化的发展，传统文化与现代艺术的结合日益增多，如京剧与西方经典的融合，不仅展示了中国文化的独特魅力，也为世界艺术提供了新的创作灵感。文章呼吁尊重文化多样性，促进跨文化理解，这与当今社会倡导的文化包容性与多元共治理念高度契合，具有重要的现实意义。
六、逻辑关系与推理分析 显性逻辑关系： 本文通过清晰的“问题—分析—结论”框架展开： 引入问题：第一段和第二段提出核心问题——京剧是否比莎士比亚戏剧更容易理解？ 分析论证：第三段和第四段通过具体细节（如京胡、脸谱、后空翻等）描述京剧的独特艺术形式，证明其魅力。 总结结论：第五段总结京剧版《王子复仇记》的艺术价值，强调文化融合的意义，并推荐这一跨文化表演。 隐性推理与假设： 隐性逻辑关系指文章背后隐含的文化与情感逻辑： 文化逻辑：文章通过对比《哈姆雷特》与京剧版《王子复仇记》，隐含了中西文化差异与共通性的探讨，展现了文化融合的可能性。 情感逻辑：作者从最初的自信与好奇，到观看后的震撼与喜爱，情感变化贯穿全文，隐含了对京剧艺术魅力的逐步认同与欣赏。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点： 生动形象：文章通过具体细节描写（如京胡、脸谱、后空翻等），使语言生动形象，读者仿佛身临其境。 情感丰富：作者的情感变化（从好奇到震撼再到喜爱）贯穿全文，语言充满感染力。 句式与句型分析： 以简单句和复合句为主，句式较为多样，但整体简洁。 文体特征： 叙述与描写结合：文章以第一人称叙述作者的观剧经历，同时通过细节描写展示京剧的艺术魅力，文体兼具叙述性与描写性。 修辞手法： 运用了比喻，夸张，排比的修辞手法。
八、写作手法分析 写作技巧与表达方式： 本文写作技巧丰富，表达方式多元。开篇运用对比，将自认为熟知的西方经典《哈姆雷特》与即将观看的京剧版《王子复仇记》对照，激发读者兴趣，引出下文对京剧的体验。在描述京剧演出时，采用多感官描写。听觉上，介绍传统中国乐器演奏，如将京胡声音与小提琴类比，让读者更好感知其独特音色；视觉上，描绘精美的服装、面具，简单却富有象征意义的舞台布置，像用装饰的鞭子代表马，带汉字的屏风代表书房，展现京剧舞台艺术魅力。
九、个人理解与批判性思维 个人理解与反思： 阅读本文，我深刻体会到文化碰撞带来的奇妙感受。作者带着对《哈姆雷特》的熟悉去接触京剧版《王子复仇记》，这种跨文化体验让我明白，不同文化艺术形式虽有差异，但情感与主题是共通的。就像京剧通过独特的音乐、表演和象征手法，依然能将《哈姆雷特》的爱恨情仇精准传达。这使我反思，在面对陌生文化时，不应先入为主地抵触，而要以开放心态接纳，才能挖掘其中的美。 批判性思维与反思： 文章虽生动展现京剧魅力，但也存在可探讨之处。作者在描述时，部分表述稍显主观，例如对女性唱腔“能震碎玻璃”的夸张形容，可能无法让所有读者产生共鸣，且缺乏对京剧表演艺术更深入的剖析。从传播角度看，仅凭借个人感受的分享，对于不熟悉京剧的受众，可能难以全面理解其艺术价值。此外，文中对京剧与原著在情节、人物塑造上的异同比较不足，若能深入对比，会让读者对两者融合有更清晰认知，也能提升文章的深度与专业性 。
课文语言表达梳理 一、文化多样性的相关表达 “Having seen quite a few productions of Hamlet and read the play many times, I was full of confidence - until the Peking Opera came to town!” “Feeling the strong emotions of love, anger, fear and grief in the performance, I could easily recognize the theme of Hamlet.” “if you want to see a show that combines music, singing, drama, poetry and costume design with explosive effect, The Revenge of Prince Zidan ticks all the right boxes!”
传统文化传承的相关表达 “Starting with an orchestra playing traditional Chinese instruments...it was an instrument with two strings called jinghu.” “The performers of course sang in Chinese，but the music，exaggerated movements and mime helped get the meanings across to the audience.” “And the stage was really simple：a decorated whip represented a horse，and a screen with Chinese characters, a study. Using such techniques，the opera had transformed a small stage into the whole universe.”
三、中西文化融合的相关表达 “Starting with an orchestra playing traditional Chinese instruments，the opera brought a completely new sound to my Western ears.” “I had never seen Prince Hamlet do a backflip before! That was simply incredible.” “Feeling the strong emotions of love，anger，fear and grief in the performance，I could easily recognize the theme of Hamlet.”
文章结构梳理 Article Analysis: When Hamlet Meets Peking Opera
1. Main Idea The author, a high - school student familiar with Shakespeare's Hamlet, was confident about the play until encountering the Peking Opera version, The Revenge of Prince Zidan. Dating back to the 18th century, Peking Opera offered a new experience. The orchestra with traditional Chinese instruments like jinghu provided a fresh sound. The amazing costumes, masks, simple yet symbolic stage, and unique voices, especially the extremely high - pitched female ones, left a deep impression. The exaggerated movements and mime helped convey the meaning. The author was dazzled by the performance, and through this experience, realized that different cultural art forms can share common themes. Finally, the author highly recommended this show combining multiple art elements.
2. Paragraph Summaries and Functions Paragraph 1 Summary: The author thought they knew Hamlet well until they saw the Peking Opera version. Function: It sets the stage by introducing the author's initial perception and creating a contrast, which piques the reader's interest and leads to the following content about the Peking Opera. Paragraph 2 Summary: Describes the start of the opera with traditional Chinese instruments and the new sound it brought. Function: It begins to introduce the unique features of the Peking Opera, specifically the music, giving the reader a sense of the different artistic style. Paragraph 3 Summary: Talks about the amazing costumes, masks, and the simple yet symbolic stage design. Function: This paragraph further elaborates on the visual aspects of the Peking Opera, enhancing the reader's understanding of its artistic charm. Paragraph 4 Summary: Mentions the unique voices in the opera, especially the high - pitched female voices. Function: It focuses on the vocal characteristics of the Peking Opera, deepening the reader's perception of its distinctiveness. Paragraph 5 Summary: The author describes how the performers used techniques to convey meanings in a new way and the overall impact of the performance. Function: It explains the innovative aspects of the performance and its effect on the audience, highlighting the value of the art. Paragraph 6 Summary: The author expresses their enjoyment of the show and recommends it to readers. Function: It concludes the article by sharing the author's personal experience and promoting the Peking Opera, leaving a positive impression on the reader.
3. Key Details from Each Paragraph Paragraph 1 Thought knew Hamlet well. Peking Opera came to town. Paragraph 2 Orchestra played traditional Chinese instruments. New sound for Western ears. Paragraph 3 Costumes and masks were amazing. Stage was simple but symbolic. Paragraph 4 Voices were unique. Female voices were very high - pitched. Paragraph 5 Performers used techniques to convey meanings. Performance had a great impact. Paragraph 6 Recommended the show.
Reading Comprehension Worksheet（教师版）
Unit 4 Stage and Screen Understanding idea
Reading and Thinking:When Hamlet Meets Peking Opera
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1. What is the writing type of the article
A. narration (记叙文)
B. exposition (说明文)
C. argumentation (议论文)
答案：A. narration (记叙文)
目的：考查学生对文章体裁的识别能力，帮助学生了解不同文体的特点。
阅读技能培养目标：培养学生整体把握文章结构和写作方式的能力，提升文体识别的阅读技能。
2. What is the author's purpose in writing the passage (1 min)
A. To prove that Peking Opera is a better way to perform Hamlet.
B. To inform the readers how to perform Hamlet through Peking Opera.
C. To share the unique experience of seeing a Peking Opera version of Hamlet.
D. To make a comparison between Eastern and Western cultures.
答案：C. To share the unique experience of seeing a Peking Opera version of Hamlet.
目的：引导学生理解作者创作文章的意图，从宏观角度把握文章主旨。
阅读技能培养目标：锻炼学生提炼文章核心意图的能力，提高对文章主旨的理解和判断能力。
3.Match the main idea with each paragraph.
Para.1 A. We should judge a movie in its own right.
Para.2 B. One of the reasons is that plot details and characters can be lost.
Para.3 C. Another reason is that things in the movie don’t look the way we imagined them in the books.
Para.4 D. Author’s opinion: Great words end up being turned into cinematic “turkey”.
Para.5 E. Do good movies need good stories, strong characters and impressive images
目的：帮助学生梳理文章段落结构，理解各段落核心内容。
阅读技能培养目标：训练学生概括段落大意，把握文章脉络的能力。
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
1. Match the author’s opinions about the movie adaptations to the examples from the passage.
□ 1 Some parts of the story and some characters are missing in the movie.
□ 2 The visual images are not as striking as the descriptions in the book.
□ 3 The movie is not as great as the book.
□ 4 The movie doesn’t look the way we visualised while reading the book.
□ 5 The characters do not stand out.
答案：1 - a（电影中故事部分情节和角色缺失，对应《哈利·波特》系列电影删减情节）；2 - d（视觉画面不如书中描述吸引人，对应《了不起的盖茨比》电影画面）；3 - e（电影不如原著精彩，对应整体对电影改编的评价倾向）；4 - c（电影呈现与读书时想象不符，对应《伊利亚特》《奥德赛》电影场景）；5 - b（角色不够突出，对应《爱丽丝梦游仙境》电影角色表现）。
目的：考查学生对文章中作者观点和具体事例对应关系的理解。
阅读技能培养目标：培养学生分析、匹配信息，理解观点与例证联系的能力。
2. What does the word "turkeys" mean in paragraph 1
A. Success. B. Failures. C. Screen. D. Chicken.
答案：B. Failures.
目的：测试学生通过上下文猜测词义的能力，理解词汇在特定语境中的含义。
阅读技能培养目标：培养学生根据语境推测生词含义的阅读技巧，增强词汇理解能力。
3. Why does the author give some examples in paragraph 2
A. To introduce some excellent movies.
B. To explain what kind of movie a good movie is.
C. To show three opinions about good movies are not exactly right.
D. To give the reason why the movies are bad.
答案：C. To show three opinions about good movies are not exactly right.
目的：考查学生对文章段落逻辑和举例作用的理解，分析作者的写作思路。
阅读技能培养目标：提升学生分析文章结构、理解段落间逻辑关系的能力，培养逻辑思维。
4. What is the most controversial issue of the movie Troy
A. The choice of actress who played Helen.
B. The mixed reviews from the audience.
C. The beautiful images of the movie.
D. The background music of the movie.
答案：A. The choice of actress who played Helen.
目的：检验学生对文章细节信息的捕捉和理解能力，关注具体事例中的关键要点。
阅读技能培养目标：训练学生快速定位和理解文章细节的能力，提高细节阅读技巧。
5. According to Paragraph 5, audiences tend to watch TV series in recent years because
A. TV series such as Sherlock or Mad Men are interesting.
B. TV series can have lots of charters and gradual plot development.
C. Audiences dislike watching movies.
D. Audiences are fond of reading F. Scott Fitzgerald’s books.
答案：B. TV series can have lots of characters and gradual plot development.
目的：考查学生对文章段落内容的理解和归纳能力，从段落中提取关键信息。
阅读技能培养目标：培养学生归纳段落主旨、提取关键信息的能力，提升阅读的综合理解能力。
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
Discussion
1. Do you think what are the criteria for judging a movie adaptation
Remain true to the source
Creatively recreate it
…
目的：引导学生深入思考电影改编的评判标准，培养批判性思维。
阅读技能培养目标：锻炼学生对文章主题进行拓展思考，形成自己观点的能力。
2. How can the criteria influence our life and the movie industry What should we do when we meet different views
Critical thinking v.s. Conformity (从众)
目的：让学生思考阅读内容对生活和相关行业的影响，以及面对不同观点的应对方法。
阅读技能培养目标：提升学生将阅读内容与实际生活联系，辩证看待问题的能力。
IV. Critical Thinking and Application（批判性思维与实践运用）
Homework
Work in groups. Give a talk about a movie adapted from a book.
1 Use the notes to help plan your talk.
Title of the book:
Your point of view (successful / disappointing):
Reasons:
Organise your talk following the steps below.
Introduce the book.
Describe the movie adaptation.
Give your opinion of the movie adaptation.
目的：通过实践活动，巩固对电影改编的理解，锻炼学生的表达和综合运用知识的能力。
阅读技能培养目标：培养学生将阅读收获转化为实际表达，有条理地阐述观点的能力。外研版必修2Unit 4 Stage and Screen Understanding idea
Reading and Thinking:When Hamlet Meets Peking Opera
Reading Sheet
Task 1: Skimming
1. What is the writing type of the article
A. narration (记叙文)
B. exposition (说明文)
C. argumentation (议论文)
2. What is the author's purpose in writing the passage (1 min)
A. To prove that Peking Opera is a better way to perform Hamlet.
B. To inform the readers how to perform Hamlet through Peking Opera.
C. To share the unique experience of seeing a Peking Opera version of Hamlet.
D. To make a comparison between Eastern and Western cultures.
3.Match the main idea with each paragraph.
Para.1 A. We should judge a movie in its own right.
Para.2 B. One of the reasons is that plot details and characters can be lost.
Para.3 C. Another reason is that things in the movie don’t look the way we imagined them in the books.
Para.4 D. Author’s opinion: Great words end up being turned into cinematic “turkey”.
Para.5 E. Do good movies need good stories, strong characters and impressive images
Task 2: Careful reading
1. Match the author’s opinions about the movie adaptations to the examples from the passage.
□ 1 Some parts of the story and some characters are missing in the movie.
□ 2 The visual images are not as striking as the descriptions in the book.
□ 3 The movie is not as great as the book.
□ 4 The movie doesn’t look the way we visualised while reading the book.
□ 5 The characters do not stand out.
2. What does the word "turkeys" mean in paragraph 1
A. Success. B. Failures. C. Screen. D. Chicken.
3. Why does the author give some examples in paragraph 2
A. To introduce some excellent movies.
B. To explain what kind of movie a good movie is.
C. To show three opinions about good movies are not exactly right.
D. To give the reason why the movies are bad.
4. What is the most controversial issue of the movie Troy
A. The choice of actress who played Helen.
B. The mixed reviews from the audience.
C. The beautiful images of the movie.
D. The background music of the movie.
5. According to Paragraph 5, audiences tend to watch TV series in recent years because
A. TV series such as Sherlock or Mad Men are interesting.
B. TV series can have lots of charters and gradual plot development.
C. Audiences dislike watching movies.
D. Audiences are fond of reading F. Scott Fitzgerald’s books.
Task 3: Post-reading
Discussion
1. Do you think what are the criteria for judging a movie adaptation
Remain true to the source
Creatively recreate it
…
2. How can the criteria influence our life and the movie industry What should we do when we meet different views
Critical thinking v.s. Conformity (从众)
Assessment
(After learning the class, please evaluate your actual learning situation.)
（1—very disagree, 2—disagree, 3—not sure, 4—agree, 5—very agree）
Items 1 2 3 4 5
I could summarize the main idea of the passage.
I could distinguish the relationship between the facts and writer’s opinions.
I could infer what the passage is mainly about according to the title and subtitles.
I could evaluate and comment on the content of the text.
I could explain my own inference and state reasons.
I could analyze questions raised by the teacher critically.
Final points:
Reflection:
Task 4: Homework
Work in groups. Give a talk about a movie adapted from a book.
1 Use the notes to help plan your talk.
Title of the book:
Your point of view (successful / disappointing):
Reasons:
Organise your talk following the steps below.
Introduce the book.
Describe the movie adaptation.
Give your opinion of the movie adaptation.
