资源简介

《英语》（必修·第二册）
Unit 1 Lights, camera, action!
Project
I. Learning objectives
By the end of the lesson, students will be able to:
1. get to know the steps to dub a film scene;
2. get to know the skills of dubbing a film scene;
3. cultivate the spirit of teamwork by working in groups.
II. Key competence focus
Cooperate with others and improve language competence in pronunciation and intonation.
III. Predicted areas of difficulty
1. Get into character of the dubbing scene.
2. Dub the lines with correct pronunciation, intonation and emotions.
IV. Teaching procedures
Step 1 Situational lead-in
1. T asks Ss to look at some pictures and speak out the names of these films.
2. T dubs a short film scene from the film Forrest Gump: Life is like a box of chocolates, you never know what you’re gonna get.
3. T asks Ss the following questions:
● What is dubbing
Dubbing is the process of adding new dialogue or other sounds to the sound track of a film that has already been shot.
● Why do we dub
For language reasons: It is a means of translating foreign-language films into the audience’s language.
For technical reasons: Dubbing allows the filmmaker to obtain high-quality dialogue regardless of the actual conditions that existed during shooting.
【设计意图：用图片和教师口头配音的方式，将学生熟悉的话题作为预设教学目标的情境载体导入，激活学生已有知识，快速进入本堂课的主题。贴近学生生活，发散学生的思维，激发学生的学习兴趣，针对本堂课的目标，为下一环节做准备。】
Step 2 Appreciation and discussion
1. T asks Ss to enjoy a scene of Forrest Gump, answer the following questions and have a discussion about the scene.
What is the scene about
In this scene the grown-up Forrest is remembering a story from his childhood.
What lines impress you most
2. Choose one part of the scene, present some lines and let students analyse it from the aspects of intonation, emotions and body language.
JENNY: What’s wrong with your legs
FORREST: Um, nothing at all, thank you. My legs are just fine and dandy.
FORREST (Voice-over): I just sat next to her on that bus and had a conversation all the way to school.
JENNY: Then why do you have those shoes on
FORREST: My momma said my back’s crooked like a question mark. These are going to make me as straight as an arrow. They’re my magic shoes.
FORREST (Voice-over): And next to Momma, no one ever talked to me or asked me questions.
JENNY: Are you stupid or something？
FORREST: Mommy says stupid is as stupid does.
【设计意图：学生赏析拓展阅读中的电影《阿甘正传》节选，回顾Extended reading板块所学内容，联系所学，温故而知新，分析电影中的人物和台词，体会电影场景所传达的情感，注意单词发音，并让学生体验并直观感受这一场景，为配音做准备。】
Step 3 Dubbing cooperation
1. T asks Ss the question: What are the steps of dubbing a film scene
2. T guides Ss to be familiar with the steps of dubbing a film and make full preparations for the dubbing of a film scene.
3. Planning
T divides Ss into groups and asks them some questions for them to discuss in the process of planning their dubbing:
Are there enough characters in the scene in your group
Are the words clear to understand
Does the characters speak more or less the same amount
How long does the scene last
By discussing, students can get the ideas:
One person can play more than one character.
Try not to choose a scene where characters are talking too quickly or using difficult language.
Try not to choose a scene where one person will have to do most of the speaking.
A scene that lasts two or three minutes is preferred.
【设计意图：学生通过教师的提问以及小组讨论，认识并掌握配音以及选取电影场景的一些技巧。让学生充分发挥主观能动性，积极思考，提高学生参与度，培养合作精神。】
Preparing
Ss work in their groups and have a discussion about the dubbing.
Decide on the scene of your film to dub.
Decide on the task of each group member. They need a director who is in charge of the whole process. They should find dubbers who have similar vocal qualities to those of the film’s characters.)
After discussion, students will make a decision about the film scene that they are going to dub.
【设计意图：学生通过小组合作的方式展开讨论，并对所选的电影场景进行任务分工，充分发挥学生的积极主动性，以教材为基础，让学生自由发散思维，提高小组合作能力，为练习配音做好铺垫。】
5. Practising
1. T presents Ss some lines from The King’s Speech and let them pay attention to the pronunciation of the lines and analyse it from the aspects of intonation, emotions and body language.
T shows Ss two examples.
The first example: a quarrel between the King and Logue
King George VI: L-listen to me ... listen to me!
Lionel Logue: Why should I waste my time listening to you
King George VI: Because I have a voice!
Lionel Logue: ... yes, you do.
T: In this conversation, the King uses falling tone to give a command; Lionel feels doubtful, so he uses a rising tone to express his doubts.
The second example: Logue asks the King not to smoke.
Lionel Logue: Please don’t do that.
King George VI: I’m sorry
Lionel Logue: I believe sucking smoke into your lungs will kill you.
King George VI: My physicians say it relaxes the throat.
Lionel Logue: They’re idiots.
King George VI: They’ve all been knighted.
Lionel Logue: Makes it official then.
T: In this conversation, Lionel uses a falling tone to express his concern for the King; the King uses fall-rise tone to express his doubt for what Lionel has said.
2. T offers Ss some tips before they practise dubbing the chosen film scene as a group.
Watch the original film clip, read the subtitles, look up new words and expressions in the dictionary. Pay attention to how the actors say their lines and practise along by reading the subtitles while paying attention to the lip movements.
Imitate the emotions and understand the situations presented.
Imitate the intonation of the characters.
Speak clearly and try to stay in time with the character speaking in the film. Dubbing talents have to be able to adhere to timing requirements.
Use your body language to get into character and help the feelings come naturally. Even though only your voice will be heard, you need to act with your whole body.
As a group, Ss work together to practise dubbing their chosen scene.
【设计意图：以电影《国王的演讲》为例，进一步分析电影配音的一些具体技巧。将任务给学生，将方法教给学生，发挥学生的主观能动性，以小组为单位进行操练，以学生为主体，以任务型教学为主线，培养学生的合作能力与探究精神。】
Step 4 Presentation and evaluation
1. Each group present their dubbing to the rest of the class and they can present the dubbing in different ways.
Record both your dubbing and the film scene, and present the video in class.
Record your dubbing and present the audio in class.
Perform your dubbing in class, without recording in advance.
2. Students make assessments of each group according to their performances. (10 points in total)
Lines (pronunciation & intonation) (3 points in total)
Emotions (3 points in total)
Body language (2 points in total)
Teamwork (2 points in total)
【设计意图：Project板块需要学生走出课堂，学以致用，迁移创新。所以要完成的步骤分成两个阶段，到Step 3为止属于第一阶段，这大概会占用一个课时，学生根据教师的指导，课后进行分工合作，共同完成配音任务。Step 4是Project的第二阶段：在课堂上展示配音成果，这可能需要半个课时（课下准备好, 课上展示）。在Project板块中，通过小组合作探究等方式，学生共同完成一项综合性实践活动，走出课堂，实现知识和能力的迁移创新。通过展示和相互评价，提高学生的合作能力，培养批判性思维, 以达成本堂课的教学目标。】
V. Homework
1. Send a post of your dubbing to the Moments of your parents’ WeChat. You can use the app Fun Dubbing to help you.
2. Reflect on the dubbing and think about how you can make the dubbing better.

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