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Unit 2 Understanding each other
Project（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
make a short play about communication through cooperation and exploration;
understand the key ideas of play script;
2. write and perform the play properly;
3.evaluate and comment on each other’s work.
II. Key competence focus
Cooperate with group members and write a play.
III. Predicted area of difficulty
Write the lines and stage directions.
IV. Teaching procedures
Step1 Lead-in
1. T guides the Ss to listen to the dialogue and answer the following questions.
T: What is the woman doing (making a complaint)
2.T guides the Ss to think about some other situations where we need to communicate a message.
T: That’s quite common in our daily life. We communicate with others for different reasons. Do you know other situations where we need to communicate a message
(making a complaint, giving a warning, making an invitation, asking for help, making an apology)
T: How could these scenes be reproduced (by making a play)
【设计意图】：通过听力让学生进入对话情境。听力材料和戏剧有一个共同点都是对话形式，从而引出一个交流的主题。再由学生头脑风暴，以及教师补充总结，提供多种交流的主题，以供学生选择一个作为小组戏剧的话题。
Step 2 Exploration
T asks students to review what a play is and what the main elements are.
T:What is a play
(A play is a piece of writing performed by actors in a theatre or on television or radio. Most plays are in the form of a dialogue. A large amount of casual speech is used, sometimes with incomplete sentences. The main elements of a play are characters, settings, stage directions, plot, conflicts, climax and theme.)
T explain the elements of a play: setting, characters, plot and theme.
T: What are the four main elements (setting, characters, plot and theme.)
Setting: when and where the play is set
Character: a person or sometimes even an animal appearing in the play
Plots: the things that happen in the play and the ways in which those incidents are connected
Theme: the controlling idea or central insight that the author of the play is trying to get across
3.T asks the Ss to choose one situation.Students decide on the setting, characters, plot and theme of their own play.
T: Just now we mentioned that there were so many themes for us to choose from. What situation would your group like to choose, why
4. T guides the Ss to discuss the key information of their chosen situation in the following table. Take a situation for example.
Challenges
Solutions
Communication skills
T helps students to analyse the key information of a certain situation through an example.
【设计意图】要写一部短的戏剧，学生要构思戏剧的背景、人物、故事情节、戏剧主题。并且要知道在这个场景中设计问题，并解决问题。语言上，要口语化，还需要辅助肢体动作，人物动作要体现人物的情感，这有助于刻画人物性格。通过示例让学生更清楚编写短句里的这几个关键信息。
Step 3 Analyzing an example
Have students read the sample in Part C on page 27 and answer the following questions.
*Why does Jack turn to Melissa for advice in Scene 1
*Do you think Melissa is right
Have students role-play Scene 2 according to the script and answer the following questions.
*Do you think the communication in the short play is effective Why
T guides Ss to pay attention to stage directions and dialogue in the script.
【设计意图】：引导学生探究范例，明白编写剧本时需要注意对白以及舞台动作指导以及如何写才能达到有效沟通的目的，从而更好地创作自己小组的场景。
Step 4 Cooperation
Have students create their story and write down the script .
Have students rehearse the short play.
【设计意图】：学生范例依葫芦画瓢，达到知识的迁移的目的。培养合作精神的同时丰富了教学的形式和内容。
Step 5 Presentation
1.T invites Ss to present their play in front of the class and asks Ss to pay attention to the tips.
T: To perform a play well, you should:
learn how to say your lines: try to speak in different ways, e.g. politely, angrily, to see which way works best;
perform with confidence and make sure that you can be heard clearly;
use body language to show your feelings.
2.Other students give comments and suggestions on other groups’ performance.
T: Ok! Time is up. We are anxious to enjoy other groups’ works, right Now let’s share our work with the classmates.
【设计意图】：学生展示小组成果，锻炼学生表达能力，增强他们的自信心。
V. Homework
Polish your play according to your classmates’ comments and suggestions.
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