课件24张PPT。Beijing Operathe
National
Treasure
Beijing Opera dates back to the 18th century.
It is a combination of acting, talking, singing, music, dancing and acrobatics.
The costumes are always in bright colour.
costumedate back
combination
a national treasure
a piercing voice
acrobatics
costume
a mixture of two or more things
the clothes worn in plays or films
to have a history of
a group of valuable things,very special or important for the country
movement of one’s body using the skills of an acrobat
a very high and loud voiceTask 1:
Listen to an interview about Beijing Opera and answer the following questions.
When did Beijing Opera start?
What skills do Beijing Opera actors need to have?
3. How many main roles are there in Beijing Opera?
4. Match the main roles with their names.
sheng male roles with brightly painted faces
dan female roles
jing clown roles
chou male rolesWhen did Beijing Opera start?
It dates back to the late 18th century.
What skills do Beijing Opera actors need to have?
It is a combination of acting, talking, singing, music, dancing and acrobatics.
How many main roles are there in Beijing Opera?
There are four.
4. Match the main roles with their names.
sheng male roles
dan female roles
jing male roles with brightly painted faces
chou clown rolesshengdanjingchouBeijing Operahistorymain rolesskills neededTask 2:
Listen and use the Strategies to answer the questions.
Where was Beijing Opera performed at the beginning?
2. Why does it have very loud music and a piercing singing style?
3. Why do performers wear brightly coloured costumes?
Where was Beijing Opera performed at the beginning?
It was performed mostly on open-air stages in markets, streets, teahouses or temple courtyards.
2. Why does it have very loud music and a piercing singing style?
In order to be heard over the crowds.
3. Why do performers wear brightly coloured costumes?
In order to be seen by the crowds clearly.Beijing Operahistorymain rolesskills neededcostumesingingQionghua Cantonese Opera FestivalRead the passage about Cantonese Opera carefully and find out information according to the diagram.
2. Discuss with your group members to find out the similarities and differences between Beijing Opera and Cantonese Opera.Cantonese Operahistorymain rolesskills neededcostumesingingBesides Beijing Opera, there are still other National Treasures in China. They serve as a window of China. And through this window, foreigners are able to understand Chinese culture better.
Besides Beijing Opera, there are still other National Treasures in China. They serve as a window of China. And through this window, foreigners are able to understand Chinese culture better.
Beijing Operahistorymain rolesskills neededcostumesingingVarious body movements can
represent actionsriding in a carriage
riding a horseholding a tassel in his handan army of
thousandsfour generals
and four soldierswalking with
a flag on
each side
Teaching Plan for Beijing Opera
1） 语言知识：
单词：理解、内化、运用以下生词: dateback;combination;courtyard;piercing;costume;acrobatics;a national treasure扫除听读障碍.语法：复习和运用定语从句用于描述人、物及事件。
2） 语言技能：
听：听懂关于京剧的采访细节。
说：能根据听力材料提炼关于京剧的主要特点。通过与粤剧对比，说出共同点及不同点。
读：阅读关于粤剧的材料。
写： 能运用图表的指引写一篇关于京剧的短文。
3） 学习策略：培养学生猜测及写关键词的听力策略。一定程度形成自主学习，有效交际、信息处理、英语思维能力。
4） 情感态度：培养祖国意识及国际视野。体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。
Pre- task
Lead in the topic by playing several kinds of music including Beijing Opera. Make sure the students notice the importance to get some knowledge about Beijing Opera.
The teacher gives a brief introduction of Beijing Opera to give some new expressions a context.
The students match the new expressions with their definitions and make sure they know how to pronounce the words.
Task- cycle
Task 1: The students listen to section 1 of the listening material ‘What’s Your Rhythm’ and answer four questions.
Task 2: With the help of the questions they have answered, the students try to generalize what aspects have been introduced about Beijing Opera.
Task 3: The students make use of the listening strategies to guide their listening of section 2.
To make a prediction before listening.
To take down key words during the first listening.
To finish the listening practice during the second listening.
Task 4: The students continue to finish the diagram by summing up what have been
introduced about Beijing Opera in section 2.
Task 5: The students try to retell with the help of the diagram.
Task 6: Send out a written passage about Cantonese Opera. After reading and group
discussion, the students are to compare the two operas and find out the similarities and differences.
Post- task
Highlight the topic about the National Treasure and encourage the students to spend time getting some knowledge about something that is really Chinese.
Homework
Surf the Internet for more information about Beijing Opera and we will share it in the next period.
设计教师:
教学年级:高一
课题名称:Beijing Opera
教材版本:北师大版
授课时间:40分钟
学生分析:
高一年级的学生有强烈的好奇心,表现出各种各样的学习技能和策略,总想把语言学习和自己的现实生活和兴趣联系起来。他们比较能不带成见的接纳异国文化，他们的审美观念以追求时尚及追求个性为特征。在学本课前，学生以接触过听前预测及听的过程中记下关键词的策略。
教材分析：
本课是单元内的第二课，在warm up部分学生听过对京剧的描述，但不知道到底京剧是怎么样的。 1.由于京剧对于大部分学生来说，比较陌生，在引入话题时，采用了大量网上下载的图片，声音及图象文件，增加学生对京剧的感性认识，使他们对话题感兴趣。 2. Before you start 部分，本来设计意图是考察学生对京剧一些常识的了解，但由于京剧对于学生来说还比较陌生，所以教师把这部分处理成第一次听力理解的练习。 3.在处理词汇时，课本中所给出的词汇的解释比较难，教师重新处理，用简单的学生学过的词汇进行解释。 4.在完成关于京剧的所有听力练习后，向学生较熟悉的话题迁移，引申到谈论粤剧及佛山刚举办的琼花粤剧艺术节。由于是与学生的现实生活有联系，他们讨论起来气氛更热烈。
教学目标：
1.语言技能目标：能抓住听力材料中的关键词并从中提取、归纳信息。 2.情感态度目标：在学习中有合作精神；能用简单的英语介绍祖国文化--京剧。 3.学习策略目标：培养学生借助图表进行表达的认知策略；在课堂活动中积极用英语与同学交流的交际策略。 4.文化意识目标：通过中外文化对比，加深对中国文化的理解。
教学策略：
采用TBS(任务型教学),使学生在听力任务中掌握听力策略。借助计算机辅助教学，借助大量的京剧图片及声音影音文件，增加学生对京剧的感性认识，引发学习兴趣。
教学过程:
Pre-task（任务前活动） 步骤1：Lead in the topic by playing several kinds of music including Beijing Opera.学生听几段音乐其中包括京剧。 步骤2：The teacher give s a brief introduction of Beijing Opera to give some new expressions a context.老师简要介绍京剧，在上下文中引出新单词。 步骤3：Deal with the new expressions by matching and make sure students know how to pronounce the new words.通过单词配对练习巩固新单词。 Task-cycle（任务环） 任务一： Listen to first part of ‘What’s Your Rhythm’ to get some background knowledge about Beijing Opera.听第一段听力材料，获取信息回答问题。 任务二： （pair-work）Generalize topics mentioned in the first listening material in a diagram. (同伴活动)学生借助图表归纳第一段听力材料的大意。 任务三：Use strategies to guide the listening of the second piece of listening materials. 运用听力策略完成听力练习。 1． （group-work）Make prediction before listening. (小组活动)听前预测。 2． （pair-work）Take down key words during the first listening.(同伴活动)记下关键词。 3． Finish the listening practice during the second listening. 再次听材料完成练习。 任务四：Generalize the topic in the second piece of listening material and finish the diagram. 归纳第二段听力材料的大意, 完成图表。 任务五：(group-work)Retell with the help of the diagram.（小组活动）借助图表复述大意。 Post-task: 步骤一： (group-work)Read an introduction about Cantonese Opera and compare the two operas and find out the similarities and differences with the help of a table.（小组活动）利用关于粤剧的阅读材料及表格，对粤剧，京剧进行比较。 步骤二：Highlight the topic about the National Treasure and encourage the students to spend time getting some knowledge about something that is Chinese. 主题升华，培养学生热爱祖国文化的情感态度。 步骤三：Homework Surf the Internet for more information about Beijing Opera and share it in the next period. 作业布置：上网查找京剧有关材料，下一节课课堂上共享。
课后反思:
1、问题:本人在实施“任务型”教学的过程中发现一些问题：有的学生表现出不愿合作或合作不主动，只顾自己思考，基本上在独立学习的层次上，没有真正的讨论和合作；有的学生表现出对任务不理解；有的学生在交流中过多使用母语等。 2、 策略 1)加强“合作学习”的实践指导 笔者通过调查了解到，学生由于在初中时已习惯了传统的课堂教学模式，习惯教师的单向灌输，所以现在很难适应这种学习方式，也不知如何操作。鉴于此，笔者向学生灌输“合作学习”的思想，并且向学生传授“合作”的技能，直至学生完全具备了“合作”的思想和技能。“合作学习”是采取班级授课与小组活动相结合的一种学习组织形式。把一个班级分成若干小组，每个小组由若干学生组成。个体通过小组成员之间的合作、互动及单干，完成指派给自己的一部分工作（掌握一定的学习内容）。每个成员的工作都是整个小组工作的有机组成部分。最后，以小组的活动（成绩）与其它小组进行竞争。所以，合作学习能保证每个学生都积极参与学习活动。 2)加强听前活动，降低任务难度 笔者设置相关的听前活动，如根据课文主题设置问答，调查学生对该主题的态度、看法及了解程度；利用图表检查学生对课文已了解程度及学生想从文章中了解什么；借助文章的关键词，让学生产生相关的联想，或要求学生根据这些关键词大声说出他们所想到的事件；或根据标题、幅标题、图片、非文字提示等预测课文内容；
