资源简介
U2 Let’s talk teens
Project & Assessment 教案
教材分析:
本课时包含“Project”和“Assessment”两个板块。“Project”板块要求学生通过小组合作创造一个关于亲子关系的短剧。学生首先需要选择一个主题,其次根据问题引导思考剧本的主要内容,最后按照模版撰写剧本,进行表演。“Assessment”板块要求学生进行自我评价和同伴互评,根据评价结果撰写相应的行动计划。最后通过电影和小说推荐拓展学生的知识面,引导学生深度学习。
教学策略与设计说明:
采用任务型教学法(Task-based language teaching),布置活动任务,设置活动目的,引导学生完成相关任务,达成各教学步骤设计目的。
教学目标:
在本课学习结束时,学生能够:
语言能力上,在剧本中正确运用简单句、复合句和复杂句;恰当使用亲子关系相关的词汇。
思维品质上,发散思维,从不同方面思考一个主题;分析和归纳出剧本的必要元素,深入理解各元素的功能。
文化品格上,了解戏剧剧本的组成部分,体验戏剧表演的乐趣和文化;提高团队合作意识,培养团队精神。
学习能力上,根据戏剧的框架结构撰写一个完整且内容丰富的剧本;运用恰当的语言,富有感情地表达剧本角色的特征;及时评价和反思学习成果,根据自身的情况调整学习计划。
教学重点:
1. 学生能够掌握剧本的框架结构和语言特点,富有感情地表演戏剧。
2. 学生能够评价和反思学习成果,制定相应的学习计划。
教学难点:
学生对戏剧和撰写剧本缺乏相应的背景知识。
学生缺乏元认知意识,在制定行动计划方面存在困难。
教学资源:
教材、多媒体课件、黑板与粉笔。
教学过程:
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: 1. Ss watch a video and think about what people are doing in the video. Suggested answer: They are performing a play. T poses a question “Have you ever performed a short play What do we need to do to perform a play ” Suggested answers: Choose a play, learn your lines, learn acting skills, ... 观看视频,提高学生学习兴趣,引入主题“play”; 创设问题情境,激活学生的背景知识。 3’ CW
Step 2 Choose a topic: Ss choose a topic for a play about parent-child relationships. (such as friend, housework, pocket money, dream/goal, personal habit, ....) T poses the question “What problems do you have with your parents ” Suggested answers: Learning grades, puppy love, cram school, ... (mind-mapping) T provide an example “personal habits” and leads Ss to think about its relevant knowledge that can be used for writing a script. Suggested answers: (1) What personal habits (e.g. throw things everywhere) (2) What do your parents think of your personal habits (e.g. it's good or bad ) (3) What will you do if your parents disagree with you on your personal habits (e.g. argue with them, change my personal habits, ... ) 为学生确定主题方面提供示范;发散学生思维,引导学生思考同一主题的不同方面,为接下来撰写剧本作铺垫。 3’ CW
Step 3 Discussion: Ss work in groups, watch a video and then discuss how to write a short play about their chosen topic. (setting, characters, plot, theme) 利用表格引导学生思考剧本的主要元素;提高学生分析和归纳能力。 5’ CW/IW
Step 4 Organization: T leads Ss to analyze the organization of the play according to the example in the book. (1) “Friday evening. ... when her dad enters.” Stage direction, written in italics, are often given at the start of a new act/scene to tell the reader when and where the play is set. (2) “Dad: I'm home! (He waits for a response but doesn't get one. He puts his bag on the table) Eve, how was your day ” Dialogue includes characters and lines. Names of the characters appear before new lines. Stage direction in the dialogue give instructions on what actions to perform. They are italicized and put in brackets. T further explains the layout, the setting and the character of the play. LAYOUT Setting the scene (a short paragraph). Start a new line each time a new character speaks. Put the name of the speaker in a left-hand margin, followed by a colon (:). Give instructions to the character in brackets (often in italics too). SETTING Decide where the scene take place. Write an introduction that describes the place CHARACTER Decide who the characters will be. Write a short description for each character. Keep the number of the characters as small as possible. Give the characters distinctive features. 掌握剧本的主要元素和框架结构,为后续撰写剧本作铺垫。 5’ IW/CW
Step 5 Strategy: T gives some criteria of a good script: Develop strong characters. Dialogue that will help reveal the characters. Setting—the time and location of the story. Story is told from a specific point of view (because the play is about a specific topic). Plot, or series of events that leads to the climax (the structure of a story). Theme that is revealed by the story's end (reveal the theme of the play). Write for a specific audience. Use correct grammar, punctuation, etc. (simple and compound sentences). Use appropriate language (variety, easy to understand). T explains the structure of a story in detail: Exposition - rising action - climax - falling action - resolution 为学生撰写剧本提供策略支持。 4’ IW/CW
Step 6 Drafting: Ss work in group and draft their own play according to the strategies above. 撰写剧本。 6’ GW
Step 7 Strategy: T guides Ss to learn the strategy of performing a play. Learn your lines (背台词). Try speaking in different ways, e.g. softly, loudly, high or low, to see which way works best; Perform with confidence. Speak loudly so that you can be heard clearly; Use body language to show your feelings. 为学生表演戏剧提供策略支持。 2’ GW/IW
Step 8 Show time: T gives the rules: Best Actor Award is for one who has outstanding acting skills. Best Script Award is for the group who creates a complete script with a best story. Ss work in group and show their plays to the class. Finally, T invites the class to evaluate the performance of the groups. 设置最佳演员奖和最佳剧本奖,激发学生的学习动机和表现欲。 8’ GW
Step 9 Assessment: Ss write down their own assessment in the column “Me” and ask their partners to write down his / her assessment of your performance in the column “Partner”. 培养学生自我反思和评价的学习习惯。 2’ IW/GW
Step 10 Make a plan: T gives the steps of creating an action plan. Set a specific, realistic goal and write it down. List the steps you will take to reach your goal. Look for ways to break your larger goals into smaller, short-term goals. Identify the sources of help and support list. 2. Ss make their own plans according to the template given by the teacher. 为学生制定行动计划提供具体措施和模版,降低任务难度,提高任务可行性。 3’ IW
Step 11 Further study: T plays a short video “Despicable Me” and gives a short instruction of the novel “Little women”. 拓展学生知识面。 3’ CW
Step 12 Culture: T asks two questions: After the unit, do you have a deeper understanding for family relationship What do you think of traits of a healthy family relationship [remind Ss to think about the main idea of the unit] Then, T plays a micro video to conclude information. T asks what stress people have on the family relationship. Discussion: What do you think we can do to strengthen the family relationship T designs a mind-map on blackboard. 升华单元主题,用已学习课时内容导入,引导学生思考家庭关系。教师通过播放微课,提高信息传递。讨论提高学生语言能力。 10’ CW
Step 13 Homework: Watch the movie Despicable Me or read the novel Little women and write a short movie review or a book report describing your feelings. 拓展学生的知识面,鼓励学生积极思考。 1’ CW
备注:
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思:
学生通过本课时学习,能否识别剧本的框架结构及其功能,撰写一个完整的剧本。
学生通过本课时学习,能否掌握表演戏剧的技巧,运用恰当的语言,生动地演绎不同角色的性格特征。
学生通过本课时学习,能否形成自我反思和评价的学习习惯,提高团队合作意识。
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