Unit 4 Stage and Screen Understanding ideas When Hamlet meets Peking Opera教学设计-2025-2026学年高中英语外研版必修第二册

该高中英语教学设计聚焦“京剧版《哈姆雷特》中的文化冲突与交融”，通过“时间顺序”和“作者情感变化”复习上一课时《哈姆雷特》知识，搭建学习支架，导入京剧艺术特点及中西戏剧对比的新内容。 此设计以多元模态资源（京剧与西方歌剧视频、对比图片）和AI数字人“Mike”互动为特色，通过小组合作绘制文化交融图表、Role play用英语推荐京剧，培养文化意识（增强文化自信）与思维品质（分析文化多样性），提升学生跨文化表达能力，为教师提供文化意识培养的实操路径。

教学设计 课程基本信息 课题 When Hamlet meets Peking Opera中多元文化意识的培养 课型 新授课 学科 英语 年级 高一 学段 高中 版本章节 外研版（2019）B2U4 教学目标 I.语言能力(Language ability ) 1.学生能够根据视频、图片及文本提取自己所需要的信息。 II.学习能力(Learning ability ) 1.通过对中西方戏剧文化的了解，激发学生英语学习的兴趣。 2.学生在课上通过小组合作的形式，在教师的引导下完成归纳总结性活动任务，培养学生合作意识，提升了学生小组探究式学习的实效性和综合素质。 III.思维品质(Thinking quality ) 学生能够以开放包容的态度看待文化多样性，增强跨文化意识，加深对单元主题的认识。正确辨析中外娱乐文化的差异与融合，体会文化的多样性。 IV．文化意识(Cultural awareness) 学生通过本课时的学习，能够用英文推荐中国京剧，了解京剧的艺术魅力，增强对中国传统文化的认同感和民族自豪感，激发传承和弘扬中国传统文化的使命感。体会中西文化的融合，从而增强中国情怀，拓宽国际视野。 教学重难点 教学重点 1. 引导学生理解京剧的艺术特点，掌握京剧与西方歌剧的异同，能结合文本提取体现京剧魅力的关键信息； 2. 帮助学生挖掘 “京剧版《哈姆雷特》” 相关文本背后的文化交融现象，结合作者观剧感受的变化，认识文化多样性的价值； 3. 指导学生运用所学英语知识，通过 Role play、口头表达等形式输出京剧文化相关内容，落实语言能力与文化意识的培养目标。 教学难点 1. 针对学生对京剧了解欠缺的学情，帮助其准确从文本、视频、图片中提炼京剧核心特点，建立对传统戏曲文化的有效认知； 2. 引导学生深层理解文化交融的意义，避免表面化认知，真正树立对中国传统文化的认同感与自信； 3. 推动学生在语言输出环节（如 Role play 介绍京剧、创作汤显祖与莎士比亚跨文化故事）中，实现英语表达与文化内涵的有机结合，体现跨文化交流意识。 学情分析 本节课的教学对象为高一学生。班级学生英语基础较为理想，大部分学生对待英语的态度较认真，学习热情高，少部分学生英语基础相对薄弱。此外，学生已在第一课时对《哈姆雷特》有所了解，但对于京剧的了解比较欠缺。因此在设计本课时，教师将不同水平学生合理编排设组，设置他们感兴趣的个人以及小组活动任务，由浅入深，层层递进，让学生有机会积极投入到课堂活动中，面向全体学生。 教学准备 准备多元模态教学材料以支撑课堂活动：包括京剧版《哈姆雷特》（《王子复仇记》）的精彩选段视频与西方歌剧经典片段，用于直观对比与感受文化冲突与融合；设计涵盖课文分析、文化背景介绍及思考题的学习任务单，引导学生完成小组探究；并制作核心词汇与京剧术语的短语卡片，辅助学生理解与输出。 教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用） Step 1 ：温顾 T leads Ss to review what they learned in the last lesson through two clues： ①the order of time ②the changes of feelings Ss follow T’s prompts to review what they learned in the last lesson. On the one hand, it helps Ss clarify the context of the article better; On the other hand, it makes the introduction of the topic more smooth and natural.. Step 2 ：知新 1. T asks the question, “Why The Revenge of Prince Zidan could be so successful for a foreigner?” 2. T introduces the theme and content of today’s class: focus on the phenomenon of cultural exchange in the passage. 3. T presents two major tasks to be completed in today’s class: ① Sense the conflict of two cultures. ② Analyze the process of cultural integration. Through T’s guidance, Ss understand the content of this lesson and clarify the goal of this lesson. T draws out the theme of this lesson from what they learned in the last lesson, so that Ss have a basic understanding of the learning objective of this lesson. Step 3 ： 体会文化冲突 1. T asks the Ss to identify the cultural conflicts in the text by filling in the blanks. 2. T prepares a quiz about Peking Opera and asks Ss to complete it within a limited time. 3. T asks Ss to read Para 3-4 and find out what aspects of Peking Opera impressed the author. 4. T shows a video about Western Opera, then presents some pictures of Western Opera and Peking Opera, and raises the question: what are the similarities and differences between these two performances? 1. Ss fill in the blanks and find out where the cultural conflict in the text is reflected. 2. Ss complete the quiz on Peking Opera within 30 seconds to find out how much they know about Peking Opera. 3. Ss take a quick look at the Para 3-4 in the textbook and find out what aspects of Peking Opera impressed the author. 4. After watching the video, Ss explore the similarities and differences between Western Opera and Peking opera with group members. 1. Expand Ss' knowledge, arouse students' interest in Peking Opera, and master relevant English expressions. 2. Guide Ss feel the charm of Peking Opera and learn to appreciate a certain artistic form. Through videos and pictures, make Ss aware of the vastness and profoundness of traditional Chinese culture, strengthen their cultural confidence, and strengthen their determination to inherit Chinese excellent culture. 3. Being able to analyze the similarities and differences between Chinese and foreign art forms, thereby experiencing cultural conflicts and exchanges. Step 4： 感受文化交融 1.T guides Ss to draw a graph based on the author’s feelings towards this play to conclude the process of cultural integration. 2. T asks Ss to cooperate and explore by themselves in the form of groups and then invites Ss to share their opinions. Ss discuss and draw graphs with group members and share their ideas. 1.To review the text and make Ss deeply understand the context. Besides, develop Ss’ ability to summarize and conclude. 2. To master the conditions and general processes of interaction between different cultures. Step 5： 升华主题 1.T guides Ss to think about the inevitability and importance of cultural integration in the form of question chains: ① What does cultural integration bring to Peking Opera? ② What should you do as a teenager in today’s global cultural integration? 2. T summarizes the Ss’ views and illuminates the topic of today’s class. Ss explore the importance and significance of cultural integration according to the question chain. 1. To cultivate Ss’ critical thinking. 2. To make Ss have a correct attitude towards Chinese and foreign cultures. T asks Ss to make a role play with their partners according to the given situation: “Your friend Mike from overseas accidentally came across a poster about Peking Opera and was very interested in it, so he wanted to learn some related knowledge. How would you introduce Peking Opera to him?” Ss do role plays with their partners. 1. In the form of role play, Ss are asked to sort out and apply the information about Peking Opera and Western Opera they have learned today, and try to introduce Peking Opera in their own words. 2. To experience the artistic charm of Peking Opera, and enhance the sense of identity and national pride in traditional Chinese culture. 3. Cultivate the sense of cooperation and exercise the Ss’ thinking, speaking and writing ability. 1. AI digital human “Mike” simulates interaction to create a realistic communication scenario. 2. AI agents evaluate role-play from the dimensions of language, culture, and task, generating instant reports to assist students in improvement and provide guidance for teachers. 评价与反馈 The evaluation of student performance in this lesson will be divided into three parts: students’ self-evaluation, peer evaluation, and teacher feedback to students. Students’ self-evaluation and peer evaluation are completed online through the forum platform built by the school. Teacher feedback are given to students in the form of A+, A, B, and C through school forums. 作业设计 Writing and speaking: About 400 years ago, when Kun Opera master Tang Xianzu’s The Peony Pavilion was deeply loved by the public, thousands of miles away in Britain, Shakespeare’s Romeo and Juliet also touched the hearts of many people. If these two masters met, what would happen to their dialogue? Try to conceive of the story of when they met. ( Write a story of at least 100 words and share your story with your partner.) 板书设计/课堂小结 This class is the second period of “Unit4 When Hamlet meets Peking Opera”, continuing the basic learning of the text in the first period, with “Cultivation of Multicultural awareness” as the core. The opening reviews the text through “chronological order” and “changes in the author’s emotions”, laying the groundwork for cultural exploration. During the class, by means of a Peking Opera quiz, studying the text Para3-4, watching videos and comparative pictures of Chinese and Western operas, everyone can grasp the artistic characteristics of Peking Opera and distinguish the similarities and differences between Chinese and Western dramas. Then, work in groups to draw charts and sort out the cultural integration process of the author from “unfamiliarity to identification”. Subsequently, the theme is elevated through the question chain, and the language output is implemented in combination with the Role play of “Introducing Peking Opera to foreign friends”. This class not only enhanced the ability to extract information and conduct cooperative exploration in English, but also strengthened cultural confidence, laying a foundation for the creation of cross-cultural stories after class. 教学反思 The entire class period effectively addressed two key teaching issues. On one hand, it was closely aligned with students’ learning conditions, making the teaching content more targeted. This class mainly aimed to cultivate students’ multicultural awareness. To achieve this goal, it is not only necessary to enhance students’ respect for cultural diversity and their critical borrowing from other cultures, but also to emphasize the inheritance and development of their own excellent culture. How to better inherit and develop one’s own culture can provide students with certain inspiration and reflection through the cultural integration process presented in this class. On the other hand, it utilized a multimodal interactive classroom to develop students’ abilities in listening, speaking, reading, writing, and viewing. The multimodal interactive classroom based on multimedia technology adopts multimedia technology and various teaching tools to enliven the classroom atmosphere, making the English teaching class more vivid and interesting. In the output stage, a real-life scenario was created through Role play, which was closer to students’ actual lives and more likely to stimulate their interest in activities. The teaching design of this class explored the cultural integration phenomenon reflected behind the foreign students’ watching of Peking Opera in the textbook. Through further understanding of Peking Opera, students’ cultural confidence and cultural inheritance awareness were also enhanced. This class also made me reflect on some issues. First, education needs to keep pace with the times and social needs, and the selection of teaching resources should be more contemporary and have a broader perspective and overall view. Secondly, activity design should be more diverse to increase the fun and interactivity of the class. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $