模块九 Module IX Communicating with other cultures《Project(2)： Reporting on colours and cultures》公开课教案优

模块九 Module IX Communicating with other cultures《Project(2)： Reporting on colours and cultures》公开课教案优质课下载

语言能力：通过创设真实语境，以读促写，以听促说，使学生学会灵活运用同位语、"dating back to" "known as"等分词作状语、so...that等说明文常用句型介绍京剧；指导学生认识京剧，初步了解脸谱分类知识及所代表的人物性格等；

思维品质：引导学生整合分析泛读及视音频材料，通过知识抢答活跃思维，帮助美国笔友解决与京剧有关的困惑，实现跨文化交际的目的；

文化意识：欣赏歌曲，感受京剧旋律的音乐美。通过“讲好中国故事”，培养学生对中国传统文化的热爱，传承和弘扬中国优秀文明成果——国粹京剧，增强文化自觉和自信；

学习能力：利用多媒体等视音频材料帮助学生拓宽传统文化学习渠道，提升英语学习效率的意识和能力。

三、教材分析及处理

本单元的中心话题是“颜色的意义”，其中，Project(2): Reporting on colours and cultures一课让学生对不同文化国家对不同颜色的解读有了初步的认识。中国国粹——京剧脸谱通过丰富多彩的颜色刻画了许多栩栩如生的人物形象，若作为这个课时的延伸将是个不错的选择。

中共中央办公厅、国务院办公厅印发的《关于实施中华优秀传统文化传承发展工程的意见》(以下简称《意见》) 提出：要围绕立德树人根本任务，遵循学生认知规律和教育教学规律，按照一体化、分学段、有序推进的原则，把中华优秀传统文化全方位融入思想道德教育、文化知识教育、艺术体育教育、社会实践教育各环节，贯穿于启蒙教育、基础教育、职业教育、高等教育、继续教育各领域。以幼儿、小学、中学教材为重点，构建中华文化课程和教材体系。因此，在英语课堂上引入中国传统文化教学，有利于丰富拓展校园文化，推进国粹京剧进校园。

为了让学生对京剧有更深刻的认识，授课教师为学生提供了大量的泛读材料。内容涉及京剧的历史、表现形式、乐器、代表人物等。与此同时，提前让学生熟悉了许多中国传统文化，如：剪纸、白茶、端砚，使学生熟悉掌握说明文类书面表达常用的句型结构。课堂上，授课教师创设真实语境，由学生耳熟能详的本土文化引入主题：京剧，假设美国笔友Tom对京剧感兴趣，请学生结合视听和泛读材料开展知识抢答，帮助他解决与京剧有关的8个困惑。

四、学情分析

京剧对于大部分学生来说并不陌生，但是对京剧的细节信息，如它拥有多长的历史、生旦净丑四大角色的特点，各种脸谱颜色所代表的含义等学生并不了解，因此，利用文字、图片、视音频等材料引入话题，能增加学生对京剧的感性认识，使他们对话题感兴趣，激发他们的求知欲。

五、教学重难点：灵活运用同位语、"dating back to" "known as"等分词作状语、so...that等说明文类书面表达常用句型；从京剧起源、生旦净丑四大角色、服饰、乐器、代表人物等方面介绍京剧。

六、教具：多媒体、视音频材料等

七、教学过程

Step 1 Lead in: Review some of the Chinese culture we've learned, for example, paper cutting, white Tea and Duan Inkstone. Read the following tips and find out what kind of Chaoshan culture is described.

1) As one of the most popular traditional folk arts in Chaoshan Area, it has a long history of about 300 years. Dating back to the Qing Dynasty, it is widespread among people of all ages, young or old, male or female. Known for its strong rhythm, it is conducted according to the characters in The Story by the Water. It is so popular with the local people that you can find it in almost every celebration. (Chaoshan Yingge Dancing)(Picture.1)

(Picture.1) (Picture.2)

2) As one of the cultural treasures in Chaoshan Area, it usually falls on the first month of the lunar calendar. Dating back to ancient times, it has various areas of performance such as playing drums or Yingge dancing. Known as a religious ceremony, it is considered as a way of showing respect to “Lao Ye”, an important image in people’s mind. It is so popular with the local people that almost everyone come and join in the activity, hoping to get good fortune. (“Ying Lao Ye”) (Picture.2)

Summary: When describing a kind of Chinese culture, we can mention its history, origin, characteristics, and popularity.

Step 2 Review what we have learned in the extensive reading about Beijing opera.

What is Beijing Opera? When did it start? How many main characters are there in Beijing opera?

(Keys to the extensive reading: 1-6 AABBDD 10-12 CCD)

Suppose the teacher has received an email from her American friend Tom who is interested in Chinese culture, ask the students to watch the video to see what problems he came across and what we could do for him.

Content of the video: Hi, everyone! I'm Tom. I look like a Chinese, right? But in fact I am from America. I love traditional Chinese culture. But I don't know what Beijing opera is. Can you tell me something about it?

Step 3 Watch a video introducing Beijing Opera to consolidate what we have known and complete the following chart. (Add more information you have got from the previous extensive reading to the chart.)

Information about Beijing OperaOriginarose in ____________________ developed___________________characters“Sheng” is the __________ lead;