Unit6 The Admirable Lesson2 Beijing Opera 教案-2025-2026学年高中英语北师大版必修第二册

Unit 6 The Admirable-Lesson 2 Beijing Opera 教学目标和重难点 1. 教学目标 Language Competence: Students can master key vocabulary and sentences about Beijing Opera, understand listening and reading materials, and express their views on Beijing Opera in simple English. Cultural Awareness: They will learn the cultural connotation and artistic value of Beijing Opera, enhance cultural confidence, and cultivate the awareness of spreading Chinese traditional culture. Thinking Quality: They can analyze the characteristics of Beijing Opera and develop logical thinking and critical thinking through discussion and exploration. Learning Ability: They will master effective learning strategies such as cooperative learning and autonomous inquiry to improve their independent learning ability. 2. 教学重难点 Key Points: Mastering key vocabulary (such as face painting, costume, aria, role) and sentence patterns related to Beijing Opera; understanding the main content, artistic characteristics and cultural significance of Beijing Opera; being able to introduce Beijing Opera simply in English. Difficult Points: Understanding the professional terms and cultural background of Beijing Opera; using English flexibly to express the artistic characteristics and cultural connotation of Beijing Opera; cultivating the ability to spread Chinese traditional culture in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a 3-minute short video of classic Beijing Opera excerpts, such as Farewell My Concubine. The video focuses on the unique elements of Beijing Opera, including the exquisite face painting, gorgeous costumes, and graceful movements of the actors. After playing the video, the teacher asks two questions in English: “What did you see in the video? Have you ever watched Beijing Opera before? If yes, share your feelings; if not, what do you want to know about it?” Then, the teacher invites 3-4 students to share their answers. During the sharing process, the teacher positively affirms the students’ ideas and guides them to focus on the key elements of Beijing Opera, such as face painting and costumes. At the same time, the teacher writes the key words mentioned by the students on the blackboard, such as “colorful faces”, “beautiful clothes”, “special singing”, etc. Finally, the teacher introduces the topic of this lesson: “Today we will learn Lesson 2 Beijing Opera, which is a precious treasure of Chinese traditional culture. Let’s explore its charm together.” Design Intention: The short video can quickly attract students’ attention and arouse their interest in learning Beijing Opera. By asking questions and encouraging students to share, the teacher can activate the students’ existing knowledge and life experience, lay a foundation for the subsequent learning of new knowledge. Writing down the key words mentioned by the students can help them sort out their ideas and naturally lead to the topic of the lesson, realizing a smooth transition from daily life to classroom learning. Step 2: Presentation (New Knowledge Input) This step is divided into three parts: vocabulary teaching, listening practice and text reading, which are carried out step by step to ensure that students can master new knowledge in a gradual and in-depth way. Vocabulary Teaching The teacher presents the key vocabulary of this lesson with the help of pictures and physical objects, including face painting, costume, aria, recitation, acting, fighting, sheng, dan, jing, chou, etc. For each word, the teacher first shows the corresponding picture (such as a picture of Beijing Opera face painting, a picture of different roles), then pronounces the word clearly, and asks students to follow the pronunciation twice. Then, the teacher explains the meaning of the word in simple English, combined with the video content played in the lead-in link. For example, when teaching “face painting”, the teacher says: “Face painting is the special make-up of Beijing Opera actors. Different colors of face painting represent different characters. For example, red represents loyalty and bravery.” When teaching the four roles “sheng, dan, jing, chou”, the teacher shows pictures of each role and briefly introduces their characteristics: “Sheng is the male role, dan is the female role, jing is the role with painted face, and chou is the clown role, which is very funny.” After explaining the vocabulary, the teacher designs a quick memory game: show the pictures of the vocabulary randomly, and ask students to stand up and say the corresponding English words quickly. The student who answers correctly will get a small reward (such as a sticker). This game can help students consolidate the newly learned vocabulary in a relaxed and pleasant atmosphere. Design Intention: Using pictures and physical objects to present vocabulary can make abstract words more concrete and intuitive, which is conducive to students’ understanding and memory. The combination of pronunciation practice and meaning explanation can help students master the pronunciation and usage of words at the same time. The quick memory game can stimulate students’ learning enthusiasm, strengthen the memory of vocabulary, and lay a solid foundation for the subsequent listening and reading practice. Listening Practice First, the teacher introduces the listening material: “We will listen to a dialogue between two students, Tom and Li Hua. They are talking about Beijing Opera. Please listen carefully and finish the following tasks.” Then, the teacher distributes the listening task sheet, which includes two tasks: Task 1 is to choose the correct answers (multiple choice questions), mainly examining students’ understanding of the main content of the dialogue, such as “What are Tom and Li Hua talking about?” “Which role does Li Hua like best?” Task 2 is to fill in the blanks, mainly examining students’ mastery of key vocabulary and sentences, such as “Beijing Opera has four main roles: sheng, dan, jing and ______.” “The ______ of Beijing Opera is very beautiful and colorful.” The teacher plays the listening material twice. For the first time, students listen to get the main idea and finish Task 1. For the second time, students listen carefully to fill in the blanks and finish Task 2. After listening, the teacher checks the answers with the students, explains the difficult points in the listening material, such as the pronunciation of difficult words and the understanding of long sentences, and helps students sort out the key information of the dialogue. Design Intention: Listening practice is an important part of language input. By designing hierarchical listening tasks (from understanding the main idea to grasping details), it can meet the learning needs of students at different levels. Playing the listening material twice can help students gradually deepen their understanding of the listening content. Checking answers and explaining difficult points can help students solve problems in time and improve their listening ability. Text Reading First, the teacher asks students to read the text independently. Before reading, the teacher puts forward two guiding questions: “1. What are the main artistic characteristics of Beijing Opera? 2. What is the cultural significance of Beijing Opera?” Students read the text silently and underline the key sentences related to the questions. After reading, the teacher invites students to share their answers, and sorts out the main content of the text with the students: the origin of Beijing Opera, its main artistic characteristics (including face painting, costume, aria, recitation, acting, fighting), and its cultural significance (a precious part of Chinese traditional culture, a symbol of Chinese culture). Then, the teacher leads students to read the text aloud paragraph by paragraph. During the reading process, the teacher corrects the students’ wrong pronunciation and intonation, and explains the difficult sentences in the text. For example, “Beijing Opera combines singing, reciting, acting and fighting, which makes it a comprehensive art form.” The teacher explains: “‘Combine...and...’ means ‘connect several things together’. ‘Comprehensive art form’ means an art form that includes many aspects.” At the same time, the teacher guides students to understand the logical relationship between paragraphs, such as the transition from the origin of Beijing Opera to its artistic characteristics. Finally, the teacher designs a group reading activity: divide the students into 4 groups, each group reads a paragraph of the text, and competes to see which group reads the most fluently and with the most accurate intonation. The winning group will get extra points. Design Intention: Independent reading can cultivate students’ autonomous learning ability and the ability to find key information. Guiding questions can help students focus on the key points of the text and improve reading efficiency. Reading aloud can help students consolidate their pronunciation and intonation, and deepen their understanding of the text. Group reading activities can stimulate students’ learning enthusiasm and sense of competition, and enhance their cooperative learning ability. Step 3: Practice (Consolidation and Application) This step focuses on helping students consolidate the newly learned knowledge and improve their ability to use English. It is divided into two group activities to ensure that every student can participate in the activity and apply the knowledge flexibly. Activity 1: Role-play The teacher divides the students into groups of 4, and assigns roles to each group member: Student A is a foreign tourist who is interested in Beijing Opera, Student B is a guide who introduces Beijing Opera to the tourist, Student C and Student D are onlookers who can ask questions at any time. The teacher provides a dialogue template for reference: “A: Excuse me, can you introduce Beijing Opera to me? B: Sure. Beijing Opera is a traditional Chinese art form... It has four main roles... A: What does the red face painting mean? B: It means loyalty and bravery... C: Do you like Beijing Opera? Why? B: Yes, I like it because it is very beautiful and has rich cultural connotation.” Each group has time to discuss and prepare the dialogue. During the preparation process, the teacher walks around the classroom, provides guidance for the groups that have difficulties, such as helping them use the key vocabulary and sentences learned in the lesson, and correcting their wrong expressions. After preparation, each group sends a representative to perform the role-play in front of the class. After the performance, the teacher and other students evaluate the performance, affirm the advantages and put forward suggestions for improvement, such as “Your dialogue is very fluent, but you can use more key words we learned today, such as ‘aria’ and ‘acting’.” Design Intention: Role-play is a practical language application activity, which can help students apply the key vocabulary and sentences learned in the lesson to real communication scenarios. The dialogue template can provide support for students with weak language foundation, ensuring that every student can participate in the activity. Group discussion and performance can enhance students’ cooperative learning ability and oral expression ability. Evaluation and feedback can help students find their own shortcomings and improve their language application ability. Activity 2: Group Discussion and Report The teacher puts forward the discussion topic: “How can we spread Beijing Opera to the world?” Then, the teacher divides the students into groups of 5, and asks each group to discuss the topic from different angles, such as “What are the advantages of Beijing Opera that can attract foreign people?” “What methods can we use to spread Beijing Opera (such as making short videos, holding performances, etc.)?” “What difficulties may we encounter when spreading Beijing Opera and how to solve them?” During the discussion, the teacher guides students to combine the knowledge learned in the lesson and their own life experience to put forward practical suggestions. Each group appoints a recorder to record the key points of the discussion. After 15 minutes of discussion, each group sends a representative to make a report in front of the class, introducing the group’s views and suggestions. The report should be in English, and the length should be about 2-3 minutes. After the report, the teacher makes a summary, affirms the creative suggestions put forward by each group, and guides students to realize that spreading Chinese traditional culture is the responsibility of every Chinese. Design Intention: Group discussion can cultivate students’ logical thinking and critical thinking, and let them think deeply about the cultural significance of Beijing Opera. The discussion topic is closely related to the theme of the lesson and the students’ life, which can stimulate students’ enthusiasm for participation. The report link can improve students’ oral expression ability and logical organization ability, and at the same time enhance their sense of responsibility for spreading Chinese traditional culture, which is in line with the requirements of cultural awareness in core literacy. Step 4: Consolidation and Extension First, the teacher leads students to review the key points of this lesson: key vocabulary, key sentences, the main artistic characteristics and cultural significance of Beijing Opera. Then, the teacher designs a small test to check the students’ mastery of the knowledge. The test includes three parts: vocabulary filling, sentence translation and short answer questions. Vocabulary filling mainly examines the students’ memory of key vocabulary; sentence translation mainly examines the students’ ability to use key sentences; short answer questions mainly examines the students’ understanding of the text content, such as “What are the four main roles of Beijing Opera?” “What are the main artistic characteristics of Beijing Opera?” After the test, the teacher checks the answers with the students, explains the common mistakes, and helps students consolidate the knowledge again. Then, the teacher carries out the extension activity: “Today we learned about Beijing Opera, which is a precious treasure of Chinese traditional culture. There are many other traditional Chinese art forms, such as Peking Opera, Kunqu Opera, paper-cutting, etc. After class, please collect information about one of the traditional Chinese art forms, and write a short English passage (about 80-100 words) to introduce it. We will share it in the next class.” Design Intention: Reviewing the key points and conducting a small test can help students check their own learning effect, find out their shortcomings and consolidate the knowledge in time. The extension activity can expand students’ knowledge, let them understand more traditional Chinese art forms, and further enhance their cultural confidence. Writing a short English passage can improve students’ writing ability and lay a foundation for the subsequent comprehensive language application. Step 5: Summary and Homework Summary The teacher makes a summary of the whole lesson in English: “In today’s class, we learned about Beijing Opera, a precious part of Chinese traditional culture. We mastered the key vocabulary and sentences related to Beijing Opera, understood its main artistic characteristics and cultural significance, and practiced our listening, speaking, reading and writing skills through various activities. I hope you can love Beijing Opera, love Chinese traditional culture, and try your best to spread it to the world.” Then, the teacher invites 1-2 students to summarize their gains in this lesson, and encourages them to put forward their own questions and suggestions, such as “What do you think is the most difficult part of this lesson? What suggestions do you have for the teacher’s teaching?” Design Intention: The teacher’s summary can help students sort out the knowledge system of the whole lesson and deepen their understanding of the theme of the lesson. Inviting students to summarize their gains can cultivate their ability of induction and summary, and let the teacher understand the students’ learning situation in time. Encouraging students to put forward questions and suggestions can promote the communication between teachers and students and improve the teaching effect. Homework The homework is divided into three levels to meet the learning needs of students at different levels: Basic Homework: 1. Recite the key vocabulary and sentences of this lesson. 2. Finish the exercises in the textbook. 3. Read the text aloud for 10 minutes every day. Improvement Homework: Write a short English passage (about 80-100 words) to introduce Beijing Opera, using the key vocabulary and sentences learned in the lesson. Expansion Homework: Collect information about a famous Beijing Opera actor or a classic Beijing Opera excerpt, and prepare a 3-minute English report for the next class. Design Intention: Hierarchical homework can meet the learning needs of students at different levels. Basic homework is mainly to consolidate the basic knowledge, ensuring that all students can master the key content of the lesson. Improvement homework is to improve students’ writing ability and language application ability. Expansion homework is to expand students’ knowledge and improve their independent learning ability and oral expression ability, which is in line with the requirements of learning ability in core literacy. 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 $