1、1/3 Unit 4 Stage and screen Understanding ideas 【教学【教学目标目标】 1. 掌握本课的重要词汇与句式； 2. 通过阅读课文，引导学生理解作者情感的前后变化，学习并掌握与话题 相关的语言； 3. 引导学生基于课文内容联系生活实际，发表自己的意见和观点。 【教学【教学重难点重难点】 1. 本课重要词汇与句式的灵活运用； 2. 锻炼学生能基于课文内容联系生活实际，发表自己的意见和观点 【教学【教学过程过程】 Step 1 Warming up Questions: 1. What do you know about Hamlet? 2. Can yo
2、u say something about Peking Opera? 3. What do you think the differences between these two performances? Ask some Ss to share their views about the questions and then teacher presents more information about the two different kinds of opera. Step 2 Before reading Activity 1 Have the Ss look at the pi
3、ctures of two performances and talk about their differences and similarities. Consider the following: a. orchestra b. costumes and masks c. stage set d. performers movements Step 3 While reading Activity 2 Read the passage and find out what aspects of Peking Opera most impressed the 2/3 author. 1. A
4、sk the Ss to go through the question and make sure what the point is that they should find out when reading for the first time. 2. After the first reading, have several Ss answers the question “What aspects of Peking Opera most impressed the author?”, and then check the answer in class. 3. Pay atten
5、tion to the language points during reading. （1）Dating back to the 18th century, Peking Opera has over two hundred years of history. 重点讲解 date back to 的用法。date back to 与 date from 意思相近，意 为“始于(过去某个时候） ；追溯到” 。 例如： The college dates back to medieval times. (这所学院创办于中世纪。 ） （2）At first, I thought what I he
6、ard was a violin, but later I learnt that it was an instrument with two strings called jinghu. 如果学生在理解该句时有困难，教师可讲解前半句中 what 所引导的宾语从 句，表示“的事物” 。 例如： Nobody knows what will happen next. （没有人知道接下来将会发生什么事） 。 I spent what little time I had with my family. （我仅有的一点儿时间都和家人在一起度过了。 ） 也可以讲解 with 在此处的用法。with 为介
7、词，意为“具有，带有” 。例如： a girl with (=who has) red hair（一位红发女孩） a jacket with a hood（一件带风帽的短上衣） He looked at her with a hurt expression.（他用一副受伤的神情看着她。 ） （3）Using such techniques, the opera had transformed a small stage into the whole universe.教师应重点讲解 transform.into.的用法，此处意为“将转变 成” 。例如：To transform hills in
8、to fields is an extremely tough job.（改山造田 是一项极为艰苦的工作。 ） （4）It was so dazzling and energetic that I wasnt sure if the characters were performers or athletes! 本句中 dazzling 意为 very impressive and attractive。另外教师可讲解 so.that 引导的结果状语从句， 此句式意为 “如此以至于” 。 例如： The activity has been 3/3 so organized that none
9、of the participants complains. （这次活动做了精心安排， 因此 每位参与者都没有怨言。 ） （5）So, if you want to see a show that combines music, singing, drama, poetry and costume design with explosive effect, The Revenge of Prince Zidan ticks all the right boxes! combine.with.意为“将与组合在一起” 。例如： The hotel combines comfort with con
10、venience.（这家旅馆既舒适又方便。 ） This model combines a telephone and fax machine.（这种型号同时具备电话机 和传真机的功能。 ） tick all the right boxes 意为“事情发展如人所愿，一切顺利” 。 Activity 3 Have the Ss go through the four purposes as below and then ask them to choose the authors purpose in writing the passage, then check the answer in c
11、lass and ask several Ss to share the reasons for their answers. Activity 4 1. Have the Ss read the passage again and ask them to complete the chart with expressions from the passage, then check the answers in whole class. 2. Get some Ss to read the sentences in the chart. Then try to retell the pass
12、age in groups according to the chart. Step 4 Think and Share 1. Why does the author say “The Revenge of Prince Zidan ticks all the right boxes”? 2. How could you help a friend from overseas understand Peking Opera? Have the Ss discuss the questions in groups, and then get several Ss to answer the questions. Open answer to the second question. Step 5 Homework Review the main idea of the passage and the language points. Its easy to_ with social media tools. Online people can easily make new friends with those share the same interests maintain friendships
