《走近北京“opera”》教学实录
北京京剧教案
Beijing Opera 教案设计一、概述1、本课件是针对八年级学生而做的关于英语教学的课件。
2、本课件的主题是来源于仁爱版英语出版社出版的八年级下Unit5Topic1SectionD的Beijing Opera的阅读。
我们通过查询相关资料和书本知识针对八年级的学生设计的课件，这个课件的教学估计要有2个课时才能完成。
3、我们从英语的最基础的听说读写这几种技巧来学习这个主题，将本课分为课前预习，阅读，欣赏，课外知识补充，对话等方面进行教学，并采用了视频音频等形式来提高学生的兴趣。
4、我们通过这个主题来让学生学习英语，不仅让学生更加了解我国的国粹“京剧”的价值，而且让学生学到更多的英语知识，如句型单词等等，从而进一步提高同学的英语水平，为将来的英语学习打好更好的基础，也让同学在学习中养成预习思考等良好的学习习惯。
二、教学目标与分析（一）知识与技能1、引导学生学习相关的知识，培养他们学习英语的听说读记等技能如引导学生认识新的单词并记忆。
2、通过阅读来提高学生的阅读技能，让学生学会克服生词障碍，通过略读，归纳出文章的大意；通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词；通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。
3、并且让同学了解更多京剧的历史及人物，体验它的价值。
(二)、过程与方法1、课前布置充分预习：熟记单词、朗读课文、回答问题、提出疑难2、分析课文：讲解英语语法点和句式、翻译朗读课文、深入了解京剧的发展。
3、音频视频的播放，来提高学生的积极性，且学习更多知识。
4、布置活动和作业，让同学巩固且灵活应用主题和知识点。
（三）、情感态度与价值1、了解京剧的知识，增强学生的民族自信心。
2、学生真真实实的学到英语的知识，并提高他们的学习积极性。
尝试用英语交流的，且培养他们的合作精神、互助精神。
三、学习者特征的分析1、首先我的对象是初二年的同学，并且是下学期的，所以在学习英语这方面他们也有了一定的自主性，具备了一定的读记等技能。
Unit7Lesson2BeijingOpera教学设计高中英语北师大版(2019)
2.Tasks Ss to talk about what they’ve known about Beijing Opera.
1.Ss look at the pictures and answer the questions.
①Who are they in the pictures?
②Whatdo you know about Beijing Opera?
Activate prior knowledge about“Beijing Opera”.
Activity 2
1.T asks Ss totalk about their expectations about whatcan be listened to in a radio program of the introduction of Beijing Opera.
3. T plays the recording for Ss for the 3rdtime to finishExercise4 and remind Ss to take notes of the key words to show logical relationship.
4. T asks Ss to finish the rest part of the mind map in pairs.
Ss work inpairs, discuss and answer the questions.
①Do you like Beijing Opera?Give your reasons.
②Do you think it is necessary to protect and
BeijingOpera教学设计北师大版
1. 教学方法：
（1）讲授法：在介绍北京Opera的基本概念、历史背景和表演形式时，教师可以通过讲授法向学生传授知识。结合生动的例子和图片，教师可以激发学生的兴趣，并帮助学生建立对北京Op组讨论，让学生分享对北京Opera的了解和看法。在讨论过程中，教师引导学生思考和分析问题，提高学生的思维品质和表达能力。
3. 学生可能遇到的困难和挑战：在学习和理解北京Opera的相关知识时，学生可能会遇到一些困难。首先，Opera这一艺术形式对于学生来说可能较为陌生，难以理解和接受。其次，北京Opera中涉及的一些专业术语和表演手法可能对学生来说较为复杂，需要教师进行详细的解释和示范。此外，学生可能对中文的听说能力有所欠缺，需要教师提供更多的语言支持和练习机会。因此，在教学过程中，教师需要关注学生的学习情况，及时解答疑问，并提供必要的帮助和指导。
三、学习者分析
1. 学生已经掌握了哪些相关知识：在开始本节课之前，学生应该已经掌握了基本的汉语拼音知识，能够熟练地读写一些常用的汉字。此外，学生可能已经接触过一些关于中国传统文化和艺术的形式，如书法、绘画等，但对北京Opera的了解可能较为有限。
2. 学生的学习兴趣、能力和学习风格：五年级的学生通常对有趣且富有创意的课堂活动感兴趣。他们具有较强的好奇心和探索欲望，喜欢通过图片、视频和实物等直观的方式进行学习。在学习能力方面，学生能够较好地理解和记忆知识点，但需要教师的引导和激励来提高学习的积极性和主动性。在学习风格上，学生们可能偏爱互动式和参与式的学习方式，希望能够通过小组讨论、角色扮演等活动来提高学习效果。
（5）课后作业：布置相关的课后作业，如让学生观看一场北京Opera的表演，并撰写观后感。这样既能巩固所学知识，又能拓展学生的文化视野。
《走近北京“opera”》教学实录
《走近北京“opera”》教学实录教学目标：1、教师指导学生认识京剧脸谱，初步了解脸谱分类知识及所代表的人物性格。
2、欣赏歌曲，感受京剧旋律的音乐美。
教师指导学生初步练唱歌曲《说唱脸谱》。
3、通过欣赏脸谱的艺术美，培养学生热爱我国戏曲艺术的情感。
教学重难点：重点：欣赏戏歌《说唱脸谱》，并能初步随音乐合作演唱。
难点：知道脸谱的分类及所代表的人物性格。
教学过程：一、组织教学，师生问好。
师：同学们好，欢迎大家来到今天的音乐课堂。
生：老师好。
二、观看微课视频《走近北京“opera”》。
1.通过一段微课来认识脸谱。
（1）教师播放脸谱课件初步认识脸谱脸。
师：有一个英语单词叫opera，大家知道是什么意思吗？生：歌剧。
师：那么我们中国的歌剧叫什么呢？我们通过一个小视频来了解一下。
（2）巩固练习，听歌曲分辨脸谱。
师：现在我们来做一个小游戏，请大家听音乐分辨脸谱。
生：。
（3）指名回答，学生评价。
2.再次欣赏，学唱《说唱脸谱》。
（1）教师播放音乐，学生听赏并轻声学唱。
师：会唱的同学可以大声唱，不会唱的同学小声跟唱。
（2）师介绍什么叫戏歌。
师：把戏曲唱腔和通俗歌曲结合起来的一种艺术形式。
这种既像戏又像歌的唱段一经推出，立刻风靡全国。
随着这类作品的日益增多，一个新的名词产生了，它就是戏歌。
（3）师：请同学再听一遍说一说哪一段是“戏”，哪一段是“歌”？生：第一段是歌，第二段是戏。
3.学唱歌词。
（1）师范唱，生感受情绪和内容，找出其中最难唱最好听的一句。
（2）介绍拖腔定义。
师：歌唱时字句后的延长音调叫做拖腔。
（3）解决最后一句难点“叫喳喳”的拖腔。
（4）解决突破，前半拍休止。
（5）师生共同随着伴奏演唱4.组织学生结合音乐设计适当的表演形式分成几小组，组与组之间互相评价，要以鼓励为主。
三．课堂小结。
师：京剧是我国艺术大花园中的一颗璀璨的宝石。
通过今天的学习，我们又知道了京剧另一特色——脸谱。
小小的脸谱蕴含着丰富的寓意，希望同学们能通过学习，了解它、喜爱它、发扬它！生：唱《说唱脸谱》结束本课。
BeijingOpera教学案例
Beijing Opera 教学案例设计教师：阳山县南阳中学余彩虹教学年级：高中一年级15班课题名称：Unit 5, Module 2, Beijing Opera教材版本：北师大版授课时间：40分钟一、学生分析本人所教班的学生是高一普通班的学生。
虽然初中升学考试题目难度不大。
但学生实际的英语基础却一般而且参差不齐，学生学习英语的兴趣不浓，自信心不足。
而新课程标准的教材在教学内容和方法都有很大的不同，难度也相对较大，这使很多学生在短期内很难适应新的英语课程教学。
因此，我在设计教学时充分各种教学工具，尽量创造真实的英语环境，尽快提高学生学习英语的兴趣，使他们消除厌烦、畏惧的心理，树立信心。
同时，让学生掌握一些切实可行的方法，提高他们的英语综合能力。
二、教材分析Senior High English 是在新的课程理念下，以《英语课程标准》为指导，由北京师范大学出版社出版的高中英语教材。
它以“题材—结构—功能—任务”为编写原则，以一个话题一个单元构建全书章节。
三个单元为一个模块。
高一分必修模块一、模块二、模块三和模块四。
Beijing Opera 出自Senior High English Unit 3,Module 2。
其主要内容是了解中国的京剧内容及其丰富的含义，使学生更多地了解中国的国粹。
教学重点是通过看、听、读、说的听力策略，从而知道京剧的历史及其丰富的内涵。
三、教学目标高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合运用语言的能力。
据此，确定了本课时的总体目标为：让学生用所学知识对中国国粹——京剧的语言输出。
具体目标包括：1．语言知识目标能用英语简单介绍京剧,学会用“Beijing Opera actors need to have acting，talking...”，“Symbols play a very important role in Beijing Opera.”“In other words...”等句型。
Lesson2 Beijing Opera教案.doc
Lesson2 Beijing Opera教案teaching aims:1. to practise using generalknowledge to think of possible answers before listening.2. to practise getting the general idea when listening for thefirst time.3. to practise identifying key words tolisten for. 4. to practise asking for, giving and refusing permission.teaching material:lesson2, unit 5,module 2teaching aid: a multimedia computerteaching procedures:stage 1 lead-in ■ in pairs, students look atthe photographs and guess the possible answers to the questions, using their background knowledge. ■ check the answers with the class. ■ introduce more about beijingopera: 1.beijing opera dates back to the18th century. 2.it is a combination of acting, talking, singing, music, dancing and acrobatics. 3.the costumes arealways in bright colour. stage 2 before you start■ students study the words andthe definitions in pairs and guess the possible definitionfor each word or phrase. ■ check the answers as a classand make sure students understand all the new words.stage3 look and judge1.when did beijing opera start?2. how manymain roles are there in beijing opera?3. what are the main instruments played in it?4. match the main roles with their names: sheng male roles with brightly paintedfaces dan female roles jingclown roleschou male rolesstage 4 find out the definition■ students study the words and the definitionsin pairs and guess the possible definition for each wordor phrase. ■ check the answers as a class and make sure students understand all the new words.step 5 listeningusethe strategies :listen & answer the questions.1.whatskills do beijing opera actors need to have?2019--05teaching aims:1. to practise using generalknowledge to think of possible answers before listening.2. to practise getting the general idea when listening for thefirst time.3. to practise identifying key words tolisten for. 4. to practise asking for, giving and refusing permission.teaching material:lesson2, unit 5,module 2teaching aid: a multimedia computerteaching procedures:stage 1 lead-in ■ in pairs, students look atthe photographs and guess the possible answers to thequestions, using their background knowledge. ■ check the answers with the class. ■ introduce more about beijing opera: 1.beijing opera dates back to the18th century. 2.it is a combination of acting, talking, singing, music, dancing and acrobatics. 3.the costumes are always in bright colour. stage 2 before you start■ students study the words andthe definitions in pairs and guess the possible definitionfor each word or phrase. ■ check the a nswers as a classand make sure students understand all the new words.stage3 look and judge1.when did beijing opera start?2. how many main roles are there in beijing opera?3. what are the main instruments played in it?4. match the main roles with their names: sheng male roles with brightly painted faces dan female roles jing clown roleschou male rolesstage4 find out the definition■ students study the words and the definitionsin pairs and guess the possible definition for each wordor phrase. ■ check the answers as a class and make sure students understand all the new words.step 5 listeningusethe strategies :listen & answer the questions.1.whatskills do beijing opera actors need to have?2019--05teaching aims:1. to practise using generalknowledge to think of possible answers before listening.2. to practise getting the general idea when listening for thefirst time.3. to practise identifying key words tolisten for. 4. to practise asking for, giving and refusing permission.teaching material:lesson2, unit 5,module 2teaching aid: a multimedia computerteaching procedures:stage 1 lead-in ■ in pairs, students look atthe photographs and guess the possible answers to the questions, using their background knowledge. ■ check the answers with the class. ■ introduce more about beijingopera: 1.beijing opera dates back to the18th century. 2.it is a combination of acting, talking, singing, music, dancing and acrobatics. 3.the costumes arealways in bright colour. stage 2 before you start■ students study the words andthe definitions in pairs and guess the possible definitionfor each word or phrase. ■ check the answers as a c lassand make sure students understand all the new words.stage3 look and judge1.when did beijing opera start?2. how manymain roles are there in beijing opera?3. what are the main instruments played in it?4. match the main roles with their names: sheng male roles with brightly paintedfaces dan female roles jingclown roleschou male rolesstage 4 find out the definition■ students study the words and the definitionsin pairs and guess the possible definition for each wordor phrase. ■ check the answers as a class and make sure students understand all the new words.step 5 listeningusethe strategies :listen & answer the questions.1.whatskills do beijing opera actors need to have?2019--05teaching aims:1. to practise using generalknowledge to think of possible answers before listening.2. to practise getting the general idea when listening for thefirst time.3. to practise identifying key words tolisten for. 4. to practise asking for, giving and refusing permission.teaching material:lesson2, unit 5,module 2teaching aid: a multimedia computerteaching procedures:stage 1 lead-in ■ in pairs, students look atthe photographs and guess the possible answers to thequestions, using their background knowledge. ■ check the answers with the class. ■ introduce more about beijing opera: 1.beijing opera dates back to the18th century. 2.it is a combination of acting, talking, singing, music, dancing and acrobatics. 3.the costumes are always in bright colour. stage 2 before you start■ students study the words andthe definitions in pairs and guess the possible definitionfor each word or phrase. ■ check the answers as a classand make sure students understand all the new words.stage3 look and judge1.when did beijing opera start?2. how many main roles are there in beijing opera?3. what are the main instruments played in it?4. match the main roles with their names: sheng male roles with brightly painted faces dan female roles jing clown roleschou male rolesstage4 find out the definition■ students study the words and the definitionsin pairs and guess the possible definition for each wordor phrase. ■ check the answers as a class and make sure students understand all the new words.step 5 listeningusethe strategies :listen & answer the questions.1.whatskills do beijing opera actors need to have?2019--05teaching aims:1. to practise using generalknowledge to think of possible answers before listening.2. to practise getting the general idea when listening for thefirst time.3. to practise identifying key words tolisten for. 4. to practise asking for, giving and refusing permission.teaching material:lesson2, unit 5,module 2teaching aid: a multimedia computerteaching procedures:stage 1 lead-in ■ in pairs, students look atthe photographs and guess the possible answers to the questions, using their b ackground knowledge. ■ check the answers with the class. ■ introduce more about beijingopera: 1.beijing opera dates back to the18th century. 2.it is a combination of acting, talking, singing, music, dancing and acrobatics. 3.the costumes arealways in bright colour. stage 2 before you start■ students study the words andthe definitions in pairs and guess the possible definitionfor each word or phrase. ■ check the answers as a classand make sure students understand all the new words.stage3 look and judge1.when did beijing opera start?2. how manymain roles are there in beijing opera?3. what are the main instruments played in it?4. match the main roles with their names: sheng male roles with brightly paintedfaces dan female roles jingclown roleschou male rolesstage 4 find out the definition■ students study the words and the definitionsin pairs and guess the possible definition for each wordor phrase. ■ check the answers as a class and make sure students understand all the new words.step 5 listeningusethe strategies :listen & answer the questions.1.whatskills do beijing opera actors need to have?2019--05teaching aims:1. to practise using generalknowledge to think of possible answers before listening.2. to practise getting the general idea when listening for thefirst time.3. to practise identifying key words tolisten for. 4. to practise asking for, giving and refusing permission.teaching material:lesson2, unit 5,module 2teaching aid: a multimedia computerteaching procedures:stage 1 lead-in ■ in pairs, students look atthe photographs and guess the possible answers to thequestions, using their background kno wledge. ■ check the answers with the class. ■ introduce more about beijing opera: 1.beijing opera dates back to the18th century. 2.it is a combination of acting, talking, singing, music, dancing and acrobatics. 3.the costumes are always in bright colour. stage 2 before you start■ students study the words andthe definitions in pairs and guess the possible definitionfor each word or phrase. ■ check the answers as a classand make sure students understand all the new words.stage3 look and judge1.when did beijing opera start?2. how many main roles are there in beijing opera?3. what are the main instruments played in it?4. match the main roles with their names: sheng male roles with brightly painted faces dan female roles jing clown roleschou male rolesstage4 find out the definition■ students study the words and the definitionsin pairs and guess the possible definition for each wordor phrase. ■ check the answers as a class and make sure students understand all the new words.step 5 listeningusethe strategies :listen & answer the questions.1.whatskills do beijing opera actors need to have?2019--05teaching aims:1. to practise using generalknowledge to think of possible answers before listening.2. to practise getting the general idea when listening for thefirst time.3. to practise identifying key words tolisten for. 4. to practise asking for, giving and refusing permission.teaching material:lesson2, unit 5,module 2teaching aid: a multimedia computerteaching procedures:stage 1 lead-in ■ in pairs, students look atthe photographs and guess the possible answers to the questions, using their background knowledge. ■ che ck the answers with the class. ■ introduce more about beijingopera: 1.beijing opera dates back to the18th century. 2.it is a combination of acting, talking, singing, music, dancing and acrobatics. 3.the costumes arealways in bright colour. stage 2 before you start■ students study the words andthe definitions in pairs and guess the possible definitionfor each word or phrase. ■ check the answers as a classand make sure students understand all the new words.stage3 look and judge1.when did beijing opera start?2. how manymain roles are there in beijing opera?3. what are the main instruments played in it?4. match the main roles with their names: sheng male roles with brightly paintedfaces dan female roles jingclown roleschou male rolesstage 4 find out the definition■ students study the words and the definitionsin pairs and guess the possible definition for each wordor phrase. ■ check the answers as a class and make sure students understand all the new words.step 5 listeningusethe strategies :listen & answer the questions.1.whatskills do beijing opera actors need to have?2019--05teaching aims:1. to practise using generalknowledge to think of possible answers before listening.2. to practise getting the general idea when listening for thefirst time.3. to practise identifying key words tolisten for. 4. to practise asking for, giving and refusing permission.teaching material:lesson2, unit 5,module 2teaching aid: a multimedia computerteaching procedures:stage 1 lead-in ■ in pairs, students look atthe photographs and guess the possible answers to thequestions, using their background knowledge. ■ check the answer s with the class. ■ introduce more about beijing opera: 1.beijing opera dates back to the18th century. 2.it is a combination of acting, talking, singing, music, dancing and acrobatics. 3.the costumes are always in bright colour. stage 2 before you start■ students study the words andthe definitions in pairs and guess the possible definitionfor each word or phrase. ■ check the answers as a classand make sure students understand all the new words.stage3 look and judge1.when did beijing opera start?2. how many main roles are there in beijing opera?3. what are the main instruments played in it?4. match the main roles with their names: sheng male roles with brightly painted faces dan female roles jing clown roleschou male rolesstage4 find out the definition■ students study the words and the definitionsin pairs and guess the possible definition for each wordor phrase. ■ check the answers as a class and ma ke sure students understand all the new words.step 5 listeningusethe strategies :listen & answer the questions.1.whatskills do beijing opera actors need to have?2019--05teaching aims:1. to practise using generalknowledge to think of possible answers before listening.2. to practise getting the general idea when listening for thefirst time.3. to practise identifying key words tolisten for. 4. to practise asking for, giving and refusing permission.teaching material:lesson2, unit 5,module 2teaching aid: a multimedia computerteaching procedures:stage 1 lead-in ■ in pairs, students look atthe photographs and guess the possible answers to the questions, using their background knowledge. ■ check the answers with the cl ass. ■ introduce more about beijingopera: 1.beijing opera dates back to the18th century. 2.it is a combination of acting, talking, singing, music, dancing and acrobatics. 3.the costumes arealways in bright colour. stage 2 before you start■ students study the words andthe definitions in pairs and guess the possible definitionfor each word or phrase. ■ check the answers as a classand make sure students understand all the new words.stage3 look and judge1.when did beijing opera start?2. how manymain roles are there in beijing opera?3. what are the main instruments played in it?4. match the main roles with their names: sheng male roles with brightly paintedfaces dan female roles jingclown roleschou male rolesstage 4 find out the definition■ students study the words and the definitionsin pairs and guess the possible definition for each wordor phrase. ■ check the answers as a class and make sure students understand all the new words.step 5 listeningusethe strategies :listen & answer the questions.1.whatskills do beijing opera actors need to have?2019--05teaching aims:1. to practise using generalknowledge to think of possible answers before listening.2. to practise getting the general idea when listening for thefirst time.3. to practise identifying key words tolisten for. 4. to practise asking for, giving and refusing permission.teaching material:lesson2, unit 5,module 2teaching aid: a multimedia computerteaching procedures:stage 1 lead-in ■ in pairs, students look atthe photographs and guess the possible answers to thequestions, using their background knowledge. ■ check the answers with the class. ■ introd uce more about beijing opera: 1.beijing opera dates back to the18th century. 2.it is a combination of acting, talking, singing, music, dancing and acrobatics. 3.the costumes are always in bright colour. s tage 2 before you start■ students study the words andthe definitions in pairs and guess the possible definitionfor each word or phrase. ■ check the answers as a classand make sure students understand all the new words.stage3 look and judge1.when did beijing opera start?2. how many main roles are there in beijing opera?3. what are the main instruments played in it?4. match the main roles with their names: sheng male roles with brightly painted faces dan female roles jing clown roleschou male rolesstage4 find out the definition■ students study the words and the definitionsin pairs and guess the possible definition for each wordor phrase. ■ check the answers as a class and make sure students understand all the new words.step 5 listeningusethe strategies :listen & answer the questions.1.whatskills do beijing opera actors need to have?。
Beijing opera说课稿
Beijing Opera说课稿----------职高英语第三册Unit 6 Reading A一、说教材（The analysis of the teaching material）1. 说教材的地位和作用（Status and function）我教授的Beijing Opera这堂课选自语文出版社出版的中等职业教育国规教材《英语》第三册第六单元的第一部分Reading A，是一篇综合性的精读材料，也是本单元的核心部分。
主要围绕京剧这一话题展开的，讲述了京剧的历史、特点、角色、艺术名家等，为下面的Listening 和Speaking 部分奠定了基础。
同学们通过本篇的学习可以掌握阅读策略，提高阅读能力，同时会激发他们对国家传统艺术——京剧的学习兴趣，培养民族自豪感。
为传承发扬中国传统艺术提供了良好的契机。
2. 说学情分析（The analysis of students’ situation）我的学生是高三年级学生，尽管入学时英语基础普遍较差，水平参差不齐。
但经教师的引导都认为学好英语对未来非常重要，经过两年多的不断学习和进步，已逐步适应了在活动和任务中学习英语，并能运用语言知识展开活动。
但学生对京剧的喜爱程度不能与流行音乐相比，了解也比较肤浅。
这就需要老师抓住京剧的特点与精华部分,营造一种轻松愉快的学习氛围,使之与学生产生共鸣。
达到知识、情感、兴趣的三丰收。
3. 说三维目标（Teaching aims）根据教学大纲的要求以及授课对象确定教学目标： 1) 知识目标（Knowledge aims）:A. 使学生从五个方面来介绍京剧，对京剧有整体了解。
B. 学习和掌握hot words and useful expressions 的用法。
2) 能力目标（Ability aims）A. 培养学生对京剧的鉴赏能力。
B. 培养学生的阅读能力和语言交际能力。
3) 情感目标（Emotion aims）让学生欣赏京剧，陶冶情操，并培养祖国意识和国际视野。
Unit7ArtLesson2BeijingOpera第1课时教学设计高中英语北师大版
第1课时教学过程
教学目标1 学习活动效果评价预计
时间
获取梳理京剧的基本知识。
Step 1: Activate and share
T shows the four main roles of Beijing Opera and
guide Ss to tell the topic of this lesson: Beijing
Opera.
T creates a situation: Some British high school
students came to our school. They visited the
Beijing Opera club and they wanted to know more
about Beijing Opera from you.
What do you know about Beijing Opera?
学生能够根
据图片说出
本课主题
“Beijing
Opera”
2’
设计意图：
【驱动】激活学生在“京剧”这一主题的背景知识，通过创设真实情境问题，学生认识到自己在内容和语言上的双重不足，激发学生学习兴趣。
Step 2: T shows some pictures and some words that
Ss are unfamiliar with. T guides Ss to match the
words with the pictures.
Ss read after T together.
学生能够读
出生词，并
根据图片猜
出生词含
义，将图片
和单词进行
匹配
3’。
Unit 5 Lesson 2 Beijing Opera教学设计
教学设计课题名称：Unit 5 Lesson 2 Beijing Opera姓名：管建刚工作单位：巢湖第四中学学科年级：高一教材版本：北师大版一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）This is a listening lesson.It plays a very important part in the English teaching of this unit.by starting this part,it can help the students to improve the listening ability and help them to learn more about our traditional cultureBeijing operaBy the end of this lesson, Ss will be able to1. Knowledge Objectives:(1) learn some new words about Beijing Opera: combine, treasure, mask, acrobatics, costume(2) learn some knowledge about Beijing Opera2. Ability Objectives:(1) learn to use listening strategies in doing listening exercises.(2) learn to use English to introduce Beijing Opera3.Emotion Objectives(1) broaden their minds by knowing something about Beijing Opera(2) introduce Beijing Opera and spread our national treasure三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）1. The students know a little about Beijing opera but not very much and even some students are not interested in Beijing Opera2.They don't often use English to express themselves and communicate with others3.some students are not active in the class because they are afraid of making mistakes教师活动预设学生活动设计意图T plays a song for students and introduces the topic: Beijing OperaAs usual, the class will be divided into 5 groups. They will have a competition in this classStep1 Warm up热身并导入本课话题。
Unit5 Lesson2 Beijing Opera(教学设计)
Unit5 Lesson2 Beijing Opera安徽省淮南市第一中学杨赟Ⅰ.Analysis of the teaching material1.Status and FunctionThis is a listening lesson. It plays a very important part in the English teaching of this unit. By studying this part, it can help the students to improve their listening ability and help them to learn more about our traditional culture—Beijing Opera.2.Teaching important points ﹠difficult pointsImportant points:1) Help the students learn more knowledge about Beijing Opera.2) Improve the Ss’listening ability.Difficult points:1) How to motivate the students’ interest in Beijing Opera.2) How to help the students master the listening strategies.ⅡAnalysis of the students1.The Ss know a little about Beijing Opera, but not very much. And even somestudents are not interested in Beijing Opera.2.They don’t often use English to express themselves and communicate with others.3.Some Ss are not active in the class, because they are afraid of making mistakes.ⅢTeaching aims:1.Knowledge aim: Help the students learn more knowledge about Beijing Opera.2.Ability aim: Improve the Ss’ listening ability.3.Emotional aim: Help the Ss to develop their love to our traditional culture.ⅣTeaching ﹠Learning methods1.Multimedia computer assisted instructionmunicative approach3.Student-centered teaching method4.Activity-based teaching methods5.Task-based learning methodsⅤTeaching aids:1.Multimedia2.The blackboard3.Tape recorderⅦ Blackboard designUnit5 Lesson2 Beijing OperaHistory Main rolesMain instrumentsBeijing Opera SymbolsSkillsSinging styles Costumes。
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《走近北京“opera”》教学实录
教学目标：
1、教师指导学生认识京剧脸谱，初步了解脸谱分类知识及所代表的人物性格。
2、欣赏歌曲，感受京剧旋律的音乐美。
教师指导学生初步练唱歌曲《说唱脸谱》。
3、通过欣赏脸谱的艺术美，培养学生热爱我国戏曲艺术的情感。
教学重难点：
重点：欣赏戏歌《说唱脸谱》，并能初步随音乐合作演唱。
难点：知道脸谱的分类及所代表的人物性格。
教学过程：
1、 组织教学，师生问好。
师：同学们好，欢迎大家来到今天的音乐课堂。
生：老师好。
二、观看微课视频《走近北京“opera”》。
1.通过一段微课来认识脸谱。
（1）教师播放脸谱课件初步认识脸谱脸。
师：有一个英语单词叫opera，大家知道是什么意思吗？
生：歌剧。
师：那么我们中国的歌剧叫什么呢？我们通过一个小视频来了解一下。
（2） 巩固练习，听歌曲分辨脸谱。
师：现在我们来做一个小游戏，请大家听音乐分辨脸谱。
生：。
（3）指名回答，学生评价。
2.再次欣赏，学唱《说唱脸谱》。
（1）教师播放音乐，学生听赏并轻声学唱。
师：会唱的同学可以大声唱，不会唱的同学小声跟唱。
（2） 师介绍什么叫戏歌。
师：把戏曲唱腔和通俗歌曲结合起来的一种艺术形式。
这种既像戏又像歌的唱段一经推出，立刻风靡全国。
随着这类作品的日益增多，一个新的名词产生了，它就是戏歌。
（3） 师：请同学再听一遍说一说哪一段是“戏”，哪一段是“歌”？ 生：第一段是歌，第二段是戏。
3.学唱歌词。
（1）师范唱，生感受情绪和内容，找出其中最难唱最好听的一句。
（2）介绍拖腔定义。
师：歌唱时字句后的延长音调叫做拖腔。
（3）解决最后一句难点“叫喳喳”的拖腔。
（4）解决突破，前半拍休止。
（5）师生共同随着伴奏演唱
4.组织学生结合音乐设计适当的表演形式
分成几小组，组与组之间互相评价，要以鼓励为主。
3． 课堂小结。
师：京剧是我国艺术大花园中的一颗璀璨的宝石。
通过今天的学习，我们又知道了京剧另一特色——脸谱。
小小的脸谱蕴含着丰富的寓意，希望同学们能通过学习，了解它、喜爱它、发扬它！
生：唱《说唱脸谱》结束本课。