Unit 4 Stage and Screen-Starting out 教案-2025-2026学年高中英语外研版必修第二册

Unit 4 Stage and Screen-Starting out 内容导航 Starting out, the opening section of Unit 4 Stage and Screen, mainly introduces various forms of stage and screen art through posters, pictures and short videos. It presents six common artistic forms including ballet, concerts, Sichuan opera, Spring Festival Gala, drama and crosstalk, and compares the differences and similarities between Chinese Deheyuan Grand Theatre and British Globe Theatre, aiming to arouse students’ interest and lay a foundation for subsequent learning about stage and screen culture and language expression. 教学目标和重难点 1. 教学目标 Language Competence: Students will master English expressions of common stage and screen art forms, understand and talk about their favorite artistic forms, and initially use basic sentence patterns to describe and compare related cultural elements. Cultural Awareness: They will understand the diversity of Chinese and foreign stage and screen cultures, perceive the characteristics and charm of different artistic forms, enhance cultural confidence and cultivate cross-cultural communication awareness. Thinking Quality: They will develop the ability to observe, compare and summarize through analyzing pictures and videos, and initially form critical thinking when discussing the similarities and differences of different cultures. Learning Ability: They will learn to use multi-modal resources (pictures, videos) to obtain information, and improve their ability of independent learning and cooperative discussion in group activities. 2. 教学重难点 Key Points: Mastering English vocabulary and expressions related to stage and screen art forms (such as ballet, Sichuan opera, drama, theatre, etc.); understanding the main content of the video, accurately extracting information about Deheyuan Grand Theatre and Globe Theatre; being able to talk about their favorite artistic forms with simple English sentences. Difficult Points: Correctly using English to describe the characteristics of different artistic forms and the similarities and differences between Chinese and foreign theatres; overcoming the shyness of speaking English and actively participating in oral communication; initially establishing cross-cultural awareness and correctly viewing the diversity of different stage and screen cultures. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Daily Talk & Question Raising The teacher greets the students in English and starts with a daily topic related to entertainment: “Good morning, everyone. In our daily life, we often watch movies, TV shows or even live performances. What’s your favorite form of entertainment? Can you tell us its name in English or Chinese?” The teacher invites 3-4 students to share their answers freely, and writes down the key words they mention (such as movie, TV show, music concert) on the blackboard. After the students finish sharing, the teacher leads to the unit topic: “Today, we will enter Unit 4 Stage and Screen, and together explore the wonderful world of stage and screen art. First, let’s look at some interesting pictures and find out what artistic forms they represent.” Design Intention: Starting with daily life topics that students are familiar with can quickly narrow the distance between teachers and students, activate students’ existing knowledge and experience about entertainment forms, arouse their learning interest and enthusiasm. Writing down key words on the blackboard can help students sort out their ideas and lay a foundation for the subsequent learning of new vocabulary and expressions. The natural transition to the unit topic can make students have a clear learning direction at the beginning of the class. Activity 2: Picture Recognition & Vocabulary Preview The teacher shows six posters on the screen, which respectively represent ballet, concert, Sichuan opera, Spring Festival Gala, drama and crosstalk. For each poster, the teacher first asks students to observe carefully and guess what artistic form it is, and then presents the corresponding English expression, pronounces it slowly and clearly, and asks students to follow along and read repeatedly. At the same time, the teacher briefly explains the basic characteristics of each artistic form in simple English, such as “Ballet is a kind of dance with beautiful music and graceful movements.” “Sichuan opera is a traditional Chinese opera, which is famous for face-changing.” After introducing all six artistic forms, the teacher organizes a quick memory game: the teacher shows the poster again, and students race to say the corresponding English expression. Those who answer correctly will get verbal praise. Design Intention: Using posters (a multi-modal resource) to present artistic forms is intuitive and vivid, which conforms to the cognitive characteristics of senior high school students and helps them associate the form of art with English expressions. Repeating pronunciation can help students master the correct pronunciation of new words and lay a solid foundation for oral expression. The brief introduction of the characteristics of each artistic form can help students understand the connotation of the words more deeply, not just memorize the form. The quick memory game can mobilize students’ enthusiasm, consolidate the newly learned vocabulary in a relaxed atmosphere, and enhance their learning sense of accomplishment. Step 2: Presentation (Input & Comprehension) Activity 1: Video Watching & Information Extraction (First Time) The teacher tells the students: “Now we will watch a short video about two famous theatres in the world. Please watch it carefully and try to find out two questions: 1. What are the two theatres mentioned in the video? 2. Where are they located?” After playing the video once, the teacher invites students to answer the questions. If students have difficulties in answering, the teacher can play the key part of the video again to give hints. After confirming that students can correctly answer “Deheyuan Grand Theatre in China and Globe Theatre in Britain”, the teacher writes down the two theatre names on the blackboard and teaches their correct pronunciation and spelling. Design Intention: Watching videos is an effective way to input authentic language and cultural information. The first watching focuses on simple and direct information extraction, which can reduce the difficulty of students’ understanding and help them build confidence in understanding the video content. Playing the key part again when necessary can take care of students with different English levels and ensure that most students can grasp the basic information of the video. Teaching the pronunciation and spelling of theatre names can further expand students’ vocabulary and lay a foundation for subsequent in-depth understanding. Activity 2: Video Watching & Detailed Comprehension (Second Time) The teacher puts forward more detailed questions: “Now let’s watch the video again. Please pay more attention to the details and fill in the blanks on the learning sheet.” The learning sheet includes the following blanks: 1. Deheyuan Grand Theatre is located in ______ (the Forbidden City, Beijing), and it was built in the ______ (Qing Dynasty). 2. Globe Theatre is located in ______ (London, Britain), and it was built in the ______ (16th century). 3. Both theatres are used for ______ (performing plays). 4. One difference between them is that Deheyuan Grand Theatre is ______ (indoor), while Globe Theatre is ______ (open-air). After playing the video, students complete the blanks independently, and then discuss with their deskmates to check their answers. The teacher walks around the classroom to guide students who have difficulties, and then invites several groups to share their answers and corrects mistakes in time. Design Intention: The second watching focuses on detailed information extraction, which can train students’ ability to capture specific information in the video and improve their listening comprehension ability. The form of filling in the blanks is simple and clear, which can help students sort out the key information and deepen their understanding of the two theatres. Group discussion can promote students’ cooperative learning, let them learn from each other, and solve problems together. The teacher’s guidance and correction can ensure that students master the correct information and avoid misunderstandings. Activity 3: Vocabulary and Sentence Pattern Explanation Based on the video content and the blanks filled in by students, the teacher introduces key vocabulary and sentence patterns: 1. Key vocabulary: locate (v.), build (v.), indoor (adj.), open-air (adj.), perform (v.), performance (n.). The teacher explains the meaning and usage of these words with simple English and example sentences, such as “Locate means to be in a particular place. For example, Deheyuan Grand Theatre is located in Beijing.” 2. Key sentence patterns: “Both A and B are...”, “One difference between A and B is that...”. The teacher explains the structure and usage of the sentence patterns, and asks students to make sentences with the two sentence patterns combined with the two theatres, such as “Both Deheyuan Grand Theatre and Globe Theatre are famous theatres in the world.” “One difference between Deheyuan Grand Theatre and Globe Theatre is that Deheyuan Grand Theatre is indoor, while Globe Theatre is open-air.” Design Intention: Combining the video content to explain vocabulary and sentence patterns can make the learning of language knowledge closely connected with the context, avoid isolated memorization of words and sentences, and help students understand and master their usage better. Example sentences closely related to the teaching content can help students apply what they have learned in time. Asking students to make sentences by themselves can test their mastery of the sentence patterns and improve their ability of language application. Step 3: Practice (Application & Consolidation) Activity 1: Pair Work - Talk About the Theatres The teacher divides students into pairs and asks them to have a dialogue about Deheyuan Grand Theatre and Globe Theatre with the help of the key vocabulary and sentence patterns they have learned. The teacher provides a dialogue model for reference: “Student A: What do you know about Deheyuan Grand Theatre? Student B: It is located in the Forbidden City, Beijing, and it was built in the Qing Dynasty. It is an indoor theatre. Student A: What about Globe Theatre? Student B: It is located in London, Britain, and it was built in the 16th century. It is an open-air theatre. Student A: What are their similarities? Student B: Both of them are used for performing plays.” Students are allowed to expand the dialogue according to their own understanding. After 5 minutes of preparation, the teacher invites 2-3 pairs to present their dialogues in front of the class, and gives comments and guidance, affirming their advantages and pointing out the places that need improvement (such as pronunciation, grammar, sentence fluency, etc.). Design Intention: Pair work provides students with opportunities for oral communication, which can help them practice the newly learned vocabulary and sentence patterns in real communication and improve their oral expression ability. The dialogue model can give students a clear direction and reduce the difficulty of oral communication, especially for students with poor oral English. Presenting in front of the class can not only test the effect of pair work, but also encourage students to show themselves and enhance their confidence in speaking English. The teacher’s comments and guidance can help students find their own problems and improve their oral expression level. Activity 2: Group Work - Introduce Favorite Art Forms The teacher divides students into groups of 4-5, and asks each group to choose one of the six artistic forms introduced at the beginning of the class (ballet, concert, Sichuan opera, Spring Festival Gala, drama, crosstalk) to introduce. The requirements are: 1. Introduce the basic characteristics of the artistic form in simple English. 2. Explain why the group chooses this artistic form. 3. Use at least two of the key sentence patterns learned in this class. Each group has 8 minutes to prepare, and the teacher walks around the classroom to provide guidance, such as helping students organize language, correct grammar mistakes, and supplement relevant information. After the preparation, each group sends a representative to make a 1-2 minute report in front of the class. Other students listen carefully and can ask simple questions after the report, such as “Where can we watch this kind of performance?” The teacher summarizes and comments on each group’s report, focusing on affirming their creativity and language application ability, and putting forward suggestions for improvement. Design Intention: Group work can cultivate students’ cooperative learning ability and sense of teamwork. Letting students choose their favorite artistic forms can arouse their enthusiasm and initiative in participation, and make them more willing to express their ideas. The requirements of the report can ensure that students apply the knowledge learned in this class, and test their comprehensive language application ability. Asking other students to ask questions can promote interactive learning between students and improve their listening and response abilities. The teacher’s summary and comments can help students sort out their ideas, find their own advantages and disadvantages, and further consolidate the knowledge learned. Activity 3: Error Correction & Consolidation The teacher presents several wrong sentences on the screen, which are common mistakes made by students in the process of practice, such as: 1. Deheyuan Grand Theatre is located in Beijing.. 2. Globe Theatre was built in the 16th century. 3. One difference between them is that Deheyuan Grand Theatre is indoor. The teacher asks students to find out the mistakes and correct them in groups. After the discussion, the teacher invites students to answer, explains the reasons for the mistakes (such as wrong verb form, missing conjunction), and emphasizes the correct usage again. Then, the teacher gives students 3 minutes to write 2-3 sentences about stage and screen art by themselves, using the key vocabulary and sentence patterns learned, and checks the sentences of several students randomly, correcting mistakes and giving affirmation. Design Intention: Error correction can help students find out common mistakes in language use, deepen their understanding of grammar rules and vocabulary usage, and avoid making the same mistakes again. Group discussion can let students analyze and solve problems together, and improve their ability of error identification and correction. Writing sentences independently can further consolidate the knowledge learned, test students’ ability of independent language application, and help the teacher understand the learning effect of students in time. Step 4: Extension (Expansion & Reflection) Activity 1: Cultural Extension - Introduction to Traditional Chinese Stage Art The teacher says: “We have learned about Sichuan opera today, which is a traditional Chinese opera. In fact, there are many other traditional Chinese stage art forms, such as Peking opera, Kunqu opera, Yue opera, etc. Peking opera is known as the ‘national opera’ of China, and it has a long history and rich artistic connotations.” The teacher shows pictures and short video clips of Peking opera (such as facial masks, costumes, performances) on the screen, and briefly introduces its characteristics in simple English: “Peking opera has four main roles: sheng, dan, jing, chou. The facial masks of Peking opera have different colors, which represent different characters’ personalities. For example, red represents loyalty and bravery, black represents uprightness and integrity.” Then, the teacher asks students: “What other traditional Chinese stage art forms do you know? Can you introduce them in simple English?” Invite students to share freely, and the teacher supplements and guides them. Design Intention: Cultural extension can expand students’ cultural vision, let them understand more traditional Chinese stage art forms, enhance their cultural confidence and pride. Using pictures and video clips can make the introduction more intuitive and vivid, arouse students’ interest in traditional Chinese culture. Inviting students to share can mobilize their existing cultural knowledge and improve their ability of cultural expression in English, which is in line with the requirements of cultural awareness in core literacy. Activity 2: Cross-Cultural Comparison & Discussion The teacher puts forward a discussion topic: “We have learned about Chinese Deheyuan Grand Theatre and British Globe Theatre, and also understood Chinese traditional stage art and foreign stage art. What are the similarities and differences between Chinese and foreign stage and screen art? How should we treat the diversity of different cultures?” The teacher divides students into groups of 4 to discuss the topic. During the discussion, the teacher walks around the classroom to guide students to think deeply, such as asking: “What are the common points of stage art in all countries?” “Why are there differences between Chinese and foreign stage art?” After 5 minutes of discussion, each group sends a representative to share their views. The teacher summarizes the students’ views, emphasizes that we should respect the diversity of different cultures, learn from each other’s strengths, and promote cultural exchange and integration. Design Intention: Cross-cultural comparison and discussion can cultivate students’ critical thinking and cross-cultural communication awareness, which is an important part of thinking quality and cultural awareness in core literacy. Guiding students to think deeply can help them understand the essence of cultural diversity, not just stay on the surface of differences. Group discussion can let students express their views freely, learn from each other’s ideas, and improve their ability of logical thinking and language expression. The teacher’s summary can help students establish a correct cultural view and lay a foundation for their future cross-cultural communication. Activity 3: Learning Reflection & Summary The teacher invites students to reflect on their learning in this class: “What have you learned in this class? What do you think you have done well? What do you need to improve?” Invite 2-3 students to share their reflections. Then, the teacher summarizes the key points of this class: 1. Mastered English expressions of six common stage and screen art forms. 2. Understood the basic information and similarities and differences between Deheyuan Grand Theatre and Globe Theatre. 3. Learned to use key sentence patterns such as “Both A and B are...” and “One difference between A and B is that...” to describe and compare. 4. Understood some traditional Chinese stage art forms and the diversity of cross-cultural art. Finally, the teacher encourages students to pay more attention to stage and screen art in daily life, and try to use English to describe and discuss them. Design Intention: Learning reflection can help students sort out the knowledge learned in this class, clarify their own learning status, and find out the areas that need improvement, which is conducive to improving their learning ability. The teacher’s summary can help students systematically sort out the key points of the class, deepen their memory and understanding of the knowledge. Encouraging students to pay attention to stage and screen art in daily life can connect classroom learning with real life, realize the application of knowledge and improve their comprehensive language application ability. Step 5: Homework (Assignment & Extension) 1. Basic Homework: Copy the key vocabulary and sentence patterns learned in this class, and make 5 sentences with the key sentence patterns, combining with stage and screen art. 2. Practical Homework: Choose one of the stage or screen art forms you like, write a short introduction (about 50 words) in English, introducing its basic characteristics and your reasons for liking it. 3. Extended Homework: Surf the Internet to find more information about foreign stage or screen art forms (such as Broadway musicals, Hollywood movies), and prepare to share it in the next class. Design Intention: Basic homework can help students consolidate the key vocabulary and sentence patterns learned in this class, and lay a solid foundation for subsequent learning. Practical homework can let students apply the knowledge learned to practice, improve their writing ability and language expression ability. Extended homework can expand students’ learning resources, cultivate their ability of independent learning and information collection, and lay a foundation for the next class’s learning. The three levels of homework take into account the differences of students’ learning levels, ensuring that every student can gain something from the homework. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $