Dear teachers, I'm ma chenshun from qingdao number 3 middle school. It is a great honor to present my teaching design of the reading class when hamlet miss Peking opera. Today I'm going to talk from the following 7. As. Part one, the material analysis. The text of this lesson is selected from book 2, uniform understanding ideas, the thematic contacts as human and the society.

The passage focuses on the audio visual impacts of the distinctive characteristics of Chinese Peking opera and highlights the charm of traditional Chinese art. The author's unique experience also reflects the collision 2 different cultures and reviews that different cultures can realize mutual understanding and integration based on the common moral and emotional values of human beings.

The article describes a timeline in which the author holds different attitudes towards the revenge of of prince zidang before, during, after watching the play. The main part of the article uses narrative description, lyric and other expressions fully showing the unique charm of Peking opera and the feelings brought to the author. The author uses certain punctuation, vocabulary and grammatical structures that enhance the infectious and expressive power of the article.

Part 2, the analysis of the learners. The students come from an ordinary high school and have a strong interest and desire to explore in learning the language. In the process of learning, they can think independently and have a sense of cooperation and the spirit of inquiry. Besides, almost all the students know picking opera, only a few students know about hamlet the plane.

3Rd, students have a good command of neglect language knowledge and can identify the meanings of a specific punctuation, vocabulary and grammatical structures. But they rarely carefully explore the row they play in the expression of meanings.

4Th, few students have thought about the integration of different cultures from the perspective of literature and art. Now here are my measures to solve these problems. I'll introduce this lesson with a short video clip introducing hamlet to pave the background information when analyzing the text. I provide appropriate examples for the students and I'll get the students to establish the connection between knowledge by using the diagram. According to the analysis of the learners and the text, I have made the following learning goals.

After learning this lesson. The students will be able to judge the theme and structure of the article by reading the text title and scanning the article. And second, by observing the specific words and sentences in the chart and the article. Analyze the logical relationship between the sentences. Explain how the author's emotional attitude changes so as to pay attention to the differences between Chinese and foreign countries.

3Rd, analyze the reasons for the changes of the author's attitudes towards the play and explore the factors of its success, and thus can understand the integration of Chinese and foreign cultures.

4Th, explain how the author narrates, describes and expresses emotions through specific punctuation, vocabulary and grammatical structures, and can point out the meaning effect conveyed by these techniques. And the last one, learn to use your own language to describe the experience of the play, watching through interviews.

Now, as we can see, the first 3 aspects are the teaching focuses, while the latter 2 are the teaching difficulties. The 4th part, analysis of the teaching process. Before reading, students enjoy the introduction film of hamlet and complete the information. Students watch the short video to understand the author, the story outline, and its position in the history of world literature. Next, the students will observe the pictures of Chinese and foreign dramas and discuss the similarities and differences. In this way, they can clear away the barriers of new words in advance.

When first reading the article, the students do the following activities. First, read the title and predict the article content. Next, read the type, read the article quickly and check your predictions. Thirdly, find the topic sentence of each paragraph or summarize it by yourself. Then, according to the main idea of the paragraph, which 3 parts can the article be divided into? Explain your reasons. Now, in this way, students read the title and scan the whole text to determine the theme of the article so as to achieve the first learning goal.

When reading the article for the second time, this depends, do the following activities. First, observe the chart and extract useful information. Second, grasp the keywords in the article to fill in the blanks. The purpose is to enable the students to identify the author's feelings and attitudes by observing the specific words and sentences in the article, analyzing the logical relationships between the sentences. In this way, they can achieve the second learning goal.

When reading the article for the 3rd time, the students do the following activities. First, draw a chart to show the change of the author's attitudes toward the revenge of the prince zidan. Second, answer the question, do you think the revenge of the president is a success in the author's opinion? Please give your reasons. 3Rd, as a foreign audience, why is the author able to understand the performance sung in Chinese and easily recognize the theme of hamlet? As for activity one, by analyzing the changes of the author's attitude, the students can experience the process of mutual attraction and integration of different cultures. By analyzing the author's curiosity about the revenge of prince dan before watching the play, the students can understand that it is this curiosity that drives the author to understand foreign culture, which is the beginning of cultural integration. And then by analyzing the experience of the author and feelings, the 3rd and the 4th paragraphs, the students can experience the audio visual impact or the characteristic of the play, which is the process of cultural integration. Finally, the author's comments after watching the play reveal that different cultures can understand, resonates with each other, and tolerate each other, which is the result of cultural integration.

Activity 2 and 3 is to analyze the reasons for the success of the revenge of Princeton, that it also reveals that the language barrier does not really hinder people's communication. Besides language, people can also understand each other through actions, and music. In addition, the universal value recognition of human morality and emotion can resonate with people from different cultures. These 2 points also explain how different cultures can achieve mutual understanding and integration. Thus, the students can achieve the 3rd learning goal.

When reading the article for the first time, the student's activities are as follows. Read paper 3 and 4 and answer the 4 questions first. In what order is this part written given your reasons? The second one is a group work. The author has used a straightforward description and exaggeration. Find out the relevant relative descriptions using these techniques and figure out their effects.

3Rd, observe the following underlined marks and expressions. Figure out what effects they have brought thought. Can you find other similar sentences in the passage. Now the purpose of these activities is to analyze the 3 ways of expression, that is narrative, description, lyric, to achieve the 4th learning goal. Now the first activity is narrative. By noticing the cohesive words, such as at first, but later, then, and etcetera, students can understand the author uses this means of cohesion to make the narrative more logical, so that readers can have a clearer understanding of the whole picture of the play.

Activity 2 ways, description, through appreciating the writing techniques of straightforward description and exaggeration, the students can share the author's feelings as if they were on the spot. Activity 3, lyric, by noticing the explanation, marks and degree. Adverbs, such as really, completely, simply, etcetera, and also expressions like have never, so that students can draw the conclusion that punctuation degree adverbs and some special structure cultures can be used to improve the expression and enhance the the author's emotion.

Finally, the students think about the question, if you were invited into, invited to watch the English opera version of Mulan, would you like to go? Do you think you can understand it? Given an imaginary situation? The students can feel the attraction brought by the integration of Chinese and foreign cultures and cultivate their respect and tolerance towards different cultures.

After reading, students do pair work. They make an interview with their deskmates about this unique experience in the order of time through the interview, students can learn to describe the drama watching experience in their own language, so as to achieve the last learning goal. The homework is to find a work that combines Chinese with foreign art forms. Appreciate it and write down your reviews. The 5th part, the blackboard design.

Now, this is my blackboard design, which clearly shows the change of the author's attitudes towards the play, and thus review the process of cultural integration.

Per 6, teaching evaluation. As we all know, different student activities have been set up according to the different learning of objectives. When the students read the text title and scan the article and supplement the chart information, the teacher will evaluate their performances well when they do problem chain and a role play. They will make peer reviews. And the charting activity is student self assessment.

Finally, teaching reflection. In this class, I lead the students to conduct an in depth analysis of the main idea, key information and writing intention. And the students can feel the unique charm of picking opera presented in the article. At the same time, I also guide the students to understand how the author uses certain punctuation, vocabulary and grammatical structures to enhance the appeal and expression of the article. Digging deep into the theme, students can realize that with the mutual moral and emotional value identity as the premise, different cultures can realize mutual understanding and integration so as to improve their cross cultural awareness.

However, as class time is limited I cannot give the students enough time to discuss and show their opinions. The students activities are more or less lack of interaction and the classroom atmosphere is not active enough. So I hope this will be improved in the future classes. That's all for my presentation. Thank you for listening.