Project(1): Putting on a play教学实录

Project

Putting on a play

Teaching aims: 1. Arouse students’ interest in plays. 2. Enable students to put on a play in groups by cooperating, discussing and using their imagination after getting the main idea. Teaching important and difficult points: 1. How to understand the main idea of these two plays? 2. How to put on a play in groups? Teaching methods: 1.

Communicative teaching method

2. Task-based teaching method

Teaching aids: Computer; Bb; Chalks

Teaching procedures:

Step I

Lead-in

Begin the class with some questions and three pictures:

1)

(show the first picture and point at the Emperor) Let’s look at the picture, who is he? (Yes, he is the King, he is the Emperor.) Do you know this story?

(Yes, it is the Emperor’s New Clothes) 2)

(show the second picture) Can we see the clothes the Emperor is wearing?

(Yes, because it is visible, it means we can see it with our eyes) (show the third picture) But can we see the clothes the Emperor is wearing in this picture? (Yes, because it is invisible)

Then ask students to read the word “invisible”

after me, and tell students that today we will learn two interesting plays, the invisible bench and the King’s important papers.

Step 2

Reading (individual work, and whole class work)

1)

First, ask students to read the first play carefully and fill in the form.

Play

1

Setting

2

Characters_

Plot(情节)

The invisible bench

A park

Mike, Tony, Cathy, Paula, Ann

One day, Mike was sitting on an 3 invisible bench

in the park when two boys joined him. They all felt nice and 4 cosy. Just then Paula also wanted to join them, but it got too 5

crowded , which made Mike 6

annoyed , so

he got up, 7moved

over to another place, and sat down.

The other three boys all 8

fell down , because Mike had moved the bench

End

After checking the answers, I will invite two students to come to the stage to act out the two sentences in blue, which is aimed at telling students to use body language when putting on this play. 2)

Then we will use our body language to perform some actions appeared in the second play

First I perform, the students guess: ①

exit

②

run into things ③

move around in chair

④

glare at

Then ask two students to perform: ①

burst in ②

dash out ③

run after (the teacher) ④

throw a pile of papers at (servant). Next I speak in English, the students perform: ①

bow ②

tear the paper in two

3)

Tell students that the above words are all taken form the second play “The important papers”. Then have students listen to the recording, pay attention to the pronunciation and intonation, and answer the following two questions.

The important papers

1. What does the King actually want?

Toilet paper. 2. In which order are the following things given to the King?

①

official-looking papers

②

a dictionary

③

a magazine

④

a newspaper

⑤

toilet paper

①④③②⑤.

After checking the answers, remind students to pay attention to these answers, actually, they are all props, so when they are putting on this play, they should make full use of body language and props.

Step 3

Putting on a play (group work)

1.

Divide groups and arrange the task.

The invisible bench The important papers 2.

Preparation 3.

Performing

Step 4

Judgement

Before their performing, invite three students to be the directors, they should make a judgement according to students’

pronunciation, intonation, expression, fluency and team-work, and choose the Best Actor and Actress, and the Best Director.

1. Who is the best actor? 2. Who is the best actress? 3. Who is the best director?

Homework

1. Read the summary on page 104.

2. Write a summary of the second play—The important papers.

Writing plan on the blackboard:

Putting on a play

The invisible bench:

body language

The important papers:

props, body language