Unit 7 Art-Lesson 2 Beijing Opera 教案-2025-2026学年高中英语北师大版必修第三册

Unit 7 Art-Lesson 2 Beijing Opera 教学目标和重难点 1. 教学目标 Language Competence: Students will master key vocabularies and sentence patterns related to Beijing Opera, and improve their abilities in listening, speaking, reading and writing to describe and introduce Beijing Opera in English. Cultural Awareness: Help students understand the cultural connotation and artistic characteristics of Beijing Opera, enhance their recognition and pride in traditional Chinese culture, and cultivate cross-cultural communication ability. Thinking Quality: Guide students to analyze the artistic elements of Beijing Opera, develop logical thinking and critical thinking through exploration and discussion. Learning Ability: Enable students to form good learning habits, master effective learning strategies, and improve their ability of independent learning and cooperative inquiry. 2. 教学重难点 Key Points: Master key vocabularies (such as facial masks, roles, aria, costume) and sentence patterns about Beijing Opera; understand the main content of the text and the basic knowledge of Beijing Opera; be able to introduce Beijing Opera simply in English. Difficult Points: Understand the cultural connotation behind Beijing Opera’s artistic elements; use English flexibly to describe the characteristics of Beijing Opera and express personal views; improve cross-cultural expression ability. 教学过程 Pre-Class Preparation Before the class, the teacher assigns pre-learning tasks to students through the learning platform. First, students are required to watch a 3-minute short video about Beijing Opera, which includes classic clips of Beijing Opera, introductions to main roles and facial masks, and simple English narration. Second, students need to look up and memorize 10 key vocabularies related to Beijing Opera, such as Beijing Opera, facial mask, sheng, dan, jing, chou, aria, costume, performance, masterpiece. Third, students are asked to think about one question: “What do you know about Beijing Opera? Try to describe it in 2-3 sentences in English.” Design Intention: The pre-class preparation is designed to activate students’ prior knowledge about Beijing Opera, reduce the difficulty of new knowledge learning in class. Watching short videos can stimulate students’ learning interest and help them form a preliminary intuitive understanding of Beijing Opera. Memorizing vocabularies in advance lays a foundation for listening, speaking, reading and writing activities in class. The thinking question guides students to actively think and prepare for class interaction, cultivating their independent learning ability. Lead-In (Lead-in) The teacher starts the class with a warm-up activity. First, show students several high-definition pictures of Beijing Opera, including different roles (sheng, dan, jing, chou) with distinct facial masks and costumes. Then, ask students to answer the following questions in English: “Have you seen these pictures before? What are they about? Can you name the roles in the pictures?” After students give their answers, the teacher supplements and corrects them, and briefly introduces that these pictures are about Beijing Opera, the treasure of Chinese traditional art. Then, play a 1-minute excerpt of Beijing Opera’s classic aria, and ask students: “How do you feel after listening to it? What characteristics do you find in the aria?” Next, the teacher invites 2-3 students to share their pre-learning thoughts, that is, their understanding of Beijing Opera. The teacher listens carefully, gives positive comments and guidance, and then naturally leads to the topic of this lesson: “Today, we will learn Lesson 2 Beijing Opera, and we will explore the charm of this traditional art form together, and learn how to introduce it in English.” Design Intention: The lead-in link adopts the combination of pictures and audio, which is intuitive and vivid, and can quickly attract students’ attention, stimulate their learning enthusiasm. By asking questions and inviting students to share, it can activate the classroom atmosphere, check students’ pre-learning effect, and connect students’ prior knowledge with the new lesson, laying a good foundation for the smooth development of the follow-up teaching activities. At the same time, it can cultivate students’ oral expression ability and courage to show themselves. Presentation (New Knowledge Teaching) Vocabulary Teaching The teacher presents the key vocabularies of this lesson on the PPT, including facial mask, sheng, dan, jing, chou, aria, costume, performance, masterpiece, inherit, appreciate. For each vocabulary, the teacher first reads the pronunciation clearly, and asks students to follow along, correcting their pronunciation and intonation in time. Then, combined with the pictures and video clips shown in the lead-in link, the teacher explains the meaning and usage of each vocabulary in simple English. For example, when explaining “facial mask”, the teacher shows pictures of different facial masks, and says: “Facial mask is a special makeup in Beijing Opera. Different colors of facial masks represent different characters’ personalities. For example, red represents loyalty and bravery, black represents uprightness and integrity, white represents treachery and cunning.” After explaining the vocabularies, the teacher designs a quick memory game: show the Chinese meaning of the vocabulary, and ask students to stand up and say the corresponding English word quickly; or show the English word, and ask students to explain its meaning in simple English. The teacher gives small rewards (such as praise, stickers) to students who answer correctly, to mobilize their enthusiasm. Design Intention: Vocabulary is the foundation of language learning. Combining pictures and video clips to explain vocabularies makes abstract vocabularies concrete and intuitive, which helps students understand and remember. The quick memory game increases the fun of vocabulary learning, avoids the dullness of mechanical memorization, and can effectively check students’ mastery of vocabularies, strengthening their memory. At the same time, it can cultivate students’ reaction ability and oral expression ability. Text Learning First, the teacher asks students to read the text silently by themselves, and requires them to circle the new vocabularies they have just learned and understand the general idea of the text. After silent reading, the teacher asks students: “What is the main content of the text? What aspects of Beijing Opera does the text introduce?” Students answer freely, and the teacher summarizes: “The text mainly introduces the origin, main roles, artistic characteristics and cultural value of Beijing Opera.” Then, the teacher leads students to read the text aloud paragraph by paragraph. When reading, the teacher pays attention to correcting students’ pronunciation and intonation, and guides students to grasp the rhythm and emotion of the text. After reading aloud, the teacher divides the text into three parts and explains each part in detail: Part 1 (Paragraph 1): The origin of Beijing Opera. The teacher explains that Beijing Opera originated in the late 18th century, formed on the basis of many local operas, and became the most influential opera in China. The teacher combines a simple time line to help students understand the origin and development of Beijing Opera, and asks students: “Why could Beijing Opera become the most influential opera in China?” Guide students to think about the reasons such as its rich artistic forms and wide spread. Part 2 (Paragraphs 2-3): The main roles of Beijing Opera. The teacher combines the pictures of the four roles (sheng, dan, jing, chou) to explain their characteristics in detail: Sheng is the male role, including Laosheng and Xiaosheng; Dan is the female role, including Qingyi, Huadan and Wudan; Jing is the role with painted face, mostly male, representing bold and unrestrained characters; Chou is the comic role, with funny actions and expressions, which can make the audience laugh. After explanation, the teacher asks students to match the role names with their characteristics, to check their understanding. Part 3 (Paragraphs 4-5): The artistic characteristics and cultural value of Beijing Opera. The teacher explains that Beijing Opera has unique artistic characteristics, including facial masks, costumes, arias and performances (singing, reciting, acting, fighting). The teacher plays short video clips of each artistic characteristic, so that students can have a more intuitive understanding. Then, the teacher guides students to understand the cultural value of Beijing Opera: it is not only a traditional art form in China, but also a symbol of Chinese culture, which is loved by people all over the world and plays an important role in cultural exchange. During the explanation, the teacher designs some interactive questions, such as “What is your favorite role in Beijing Opera? Why?”, “What do you think is the most attractive part of Beijing Opera?”, to encourage students to think actively and express their views. Design Intention: The text learning adopts the process of silent reading → reading aloud → detailed explanation, which conforms to the cognitive law of students and helps them gradually deepen their understanding of the text. Combining time lines, pictures and video clips to explain the text content makes the teaching content more intuitive and vivid, reducing the difficulty of students’ understanding. The interactive questions designed can stimulate students’ thinking, cultivate their logical thinking ability and oral expression ability, and help students deeply understand the cultural connotation of Beijing Opera. Practice (Consolidation and Application) Listening Practice The teacher plays a listening material about Beijing Opera, which is a short dialogue between a foreign student and a Chinese student. The foreign student asks about Beijing Opera, and the Chinese student introduces its main roles and artistic characteristics. Before playing the listening material, the teacher asks students to read the listening questions carefully, and tells them to pay attention to the key information (such as role names, characteristics of artistic forms) when listening. Then, play the listening material twice: the first time, let students get the general idea; the second time, let students answer the listening questions. After listening, the teacher checks the answers with students, and explains the key and difficult points in the listening material. For example, if students have difficulty understanding the sentence “Beijing Opera is considered to be the essence of Chinese traditional culture”, the teacher explains the sentence structure “be considered to be” and gives examples to help students master it. Design Intention: Listening practice is an important part of improving students’ language competence. The listening material is closely related to the text content, which can consolidate the new knowledge learned by students and improve their listening comprehension ability. Asking students to read the questions in advance can help them grasp the listening focus and improve their listening efficiency. Explaining the key and difficult points in the listening material can help students solve their doubts and master the key sentence patterns. Speaking Practice The teacher divides students into groups of 4-5, and assigns a speaking task: “Suppose you are a guide, and your group members are foreign tourists. Please introduce Beijing Opera to them, including its origin, main roles, artistic characteristics and cultural value. You can use the vocabularies and sentence patterns learned in this lesson.” The teacher gives students 10 minutes to prepare, and provides some prompt words and sentence patterns on the PPT, such as “Beijing Opera originated in...”, “There are four main roles in Beijing Opera:...”, “The artistic characteristics of Beijing Opera include...”, “Beijing Opera is a symbol of...”. During the preparation, the teacher walks around the classroom, provides guidance to students who have difficulties, and helps them sort out their ideas. After preparation, each group selects one representative to present their introduction in front of the whole class. The teacher listens carefully, and gives comments and suggestions from the aspects of vocabulary use, sentence fluency, content completeness and pronunciation intonation. For example, if a student uses the vocabulary “facial mask” incorrectly, the teacher corrects it in time; if a student’s introduction is fluent and complete, the teacher gives full praise. After all groups finish their presentations, the teacher summarizes the advantages and disadvantages of each group, and guides students to learn from each other. Design Intention: Speaking practice is an important way to improve students’ oral expression ability. Group cooperation can cultivate students’ cooperative learning ability and communication ability. Assigning the role of guide to students can stimulate their sense of participation and interest, and make them actively use the new knowledge learned to complete the task. The prompt words and sentence patterns provided can help students reduce the difficulty of speaking and improve their confidence in speaking. The teacher’s comments and guidance can help students find their own shortcomings and improve their oral expression ability. Writing Practice The teacher asks students to write a short passage about Beijing Opera, with a length of 80-100 words. The requirements are: include the origin, main roles and one artistic characteristic of Beijing Opera; use at least 5 key vocabularies learned in this lesson; ensure the fluency and correctness of the sentences. The teacher gives students 15 minutes to write, and during the writing process, the teacher walks around the classroom, answers students’ questions, and helps them correct grammatical errors and inappropriate expressions. After writing, the teacher collects some students’ works (including excellent works and works with common problems), displays them on the PPT, and comments on them. For excellent works, the teacher praises them and analyzes their advantages, such as correct vocabulary use, fluent sentences and complete content. For works with problems, the teacher points out the problems and guides students to correct them together. Then, ask students to exchange their works with their deskmates, and help each other correct errors, so as to improve their writing ability. Design Intention: Writing practice can consolidate students’ mastery of vocabularies and sentence patterns, and improve their writing ability. The clear writing requirements help students grasp the writing focus and complete the writing task better. The teacher’s guidance and comments can help students find their own problems in writing and improve their writing level. Exchanging works with deskmates and helping each other correct errors can cultivate students’ cooperative learning ability and critical thinking ability. Consolidation and Expansion Consolidation: The teacher leads students to review the key vocabularies and sentence patterns of this lesson, and summarizes the main content of the text. Then, design a fill-in-the-blank exercise on the PPT, which includes the key vocabularies and sentence patterns of this lesson. Students answer the questions in turn, and the teacher checks and corrects them in time, to strengthen students’ memory of new knowledge. Expansion: The teacher introduces some other traditional Chinese operas briefly, such as Kunqu Opera, Yue Opera, Chuan Opera, and shows their pictures and short video clips. Then, ask students: “What are the differences between these operas and Beijing Opera? Which one do you like best? Why?” Guide students to expand their cultural vision and deepen their understanding of Chinese traditional opera culture. At the same time, the teacher encourages students to learn more about traditional Chinese art after class, and introduces some learning resources, such as relevant documentaries, websites and books. Design Intention: The consolidation link helps students sort out the knowledge learned in class, strengthen their memory, and form a systematic knowledge framework. The expansion link can broaden students’ cultural vision, let them understand more traditional Chinese opera culture, enhance their recognition and pride in traditional Chinese culture, and cultivate their cross-cultural communication ability. Introducing learning resources can guide students to carry out independent learning after class, and improve their learning ability. Summary and Homework Summary The teacher invites students to summarize the content of this lesson, including the key vocabularies, sentence patterns, the main content of the text and the knowledge about Beijing Opera. Then, the teacher makes a final summary: “In this lesson, we learned about the origin, main roles, artistic characteristics and cultural value of Beijing Opera, mastered some key vocabularies and sentence patterns, and improved our listening, speaking, reading and writing abilities. Beijing Opera is a treasure of Chinese traditional culture, and it is our responsibility to inherit and develop it. I hope you can learn more about traditional Chinese art and spread Chinese culture to the world.” Design Intention: Letting students summarize the lesson content can cultivate their ability of induction and summary, and help them sort out the knowledge learned in class. The teacher’s final summary not only strengthens students’ understanding of the lesson content, but also guides students to establish a sense of responsibility for inheriting and developing traditional Chinese culture, and cultivates their cultural awareness. Homework A. Basic Homework: Copy the key vocabularies and sentence patterns of this lesson twice, and recite them; finish the exercises in the textbook related to this lesson, to consolidate the new knowledge learned. B. Improved Homework: Write a 120-word passage about “My View on Beijing Opera”, which can include your feelings about Beijing Opera, your favorite part and your suggestions on inheriting Beijing Opera. C. Extended Homework: Watch a Beijing Opera documentary or a classic Beijing Opera clip after class, and write a short viewing note (80-100 words) in English; try to introduce Beijing Opera to your family or friends in English. Design Intention: The homework is designed in three levels: basic, improved and extended, which conforms to the principle of individualized teaching and can meet the learning needs of different students. The basic homework helps students consolidate the basic knowledge; the improved homework helps students improve their writing ability and express their personal views; the extended homework guides students to combine classroom learning with after-class practice, improve their comprehensive language application ability, and enhance their sense of responsibility for inheriting traditional Chinese culture. 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 $