Unit 3 Story time教案1

三只小猪

教学设计

任课教师：张妍

2018年

6 月

6日

课

题

知识与技能

Three Little Pig 课

时

第二课时

教

学

过程与方法

旁述引导，故事棒，教师入戏，学生入戏

目

标

情感态度

培养学生对戏剧表演浓厚的兴趣和团结协作的团队意识。

与价值观

教

学

重

点

教

学

难

点

教

学

方

法

戏剧的表演和人物性格特点的分析。

在戏剧的语境中，理解故事内容并自然地表演，并能探索故事中人物的性格特点。

make your own houses ,boil the water短语的读音和故事人物台词的衔接性指导。

教、练、说、演

教 学 设 计

学习方法

分组练习

设计意图

,介绍自I. Warm Up &Revision

师生对话

己本堂课的角色

1.Greeting : Hello，everyone. Welcome to the drama class‘Three Little 激发学生的表演pigs. I have different roles in the class.

I’m the teacher. I’m the 欲望和兴趣，自director. I’m the narrator. I think you’ll be very good actors in this class.

信很重要，每名学生都能成为最2. Before having the class , have the students know the helpful tips in drama class.

好的演员。

教

学

流

程

Help Tips :

(1) Don’t show your back.

(2) Be Confident.

(3) Loud and clear.

(4)Body language.

(5)Facial expression.

(6)Show your emotion.

3.Do the actions (Hearing ‘Whoosh’

–stop) Walk-Blow-Jump-Kick-Run-Shout’ hooray’-walk like a wolf 4. Watch cartoon and review the story.

1). Who are they ? What are they wearing ? blue shirt-Tom

green shirt-Tim

yellow shirt-wolf

上课之前，强调戏剧课堂需要注意的几个要素，让学生快速进入角色。

全班

围成一圈，讲故事切成几个片段，一边口述故事内容，请学生做哑剧动作，故事呈现后，请学生回座。

通过观看动画视频，让学生体验情境内容。通过问题的提设，分辨人物的特点。

2).Talk about the character characteristics in the story. mom –kind

Tom-lazy

Tim-lazy &smart

Jim-hard-working & smart

wolf-unkind

3). What wants to go fishing ? Who finds the wolf on the roof ?

Who has a good idea to boil the water ? Is Tim smart ?

Teach : go fishing

/ boil the water

看完视频后，让学生说一说人物的性格特掌握点。

细节问题的提出让学生掌握一些容易忽视的问题。

讲授钓鱼和烧水的词组

第一幕

旁述引导是在进行戏剧活动时，运用口语，将戏剧色情境生动地描绘出来，让学生有历历在目的感觉。帮助学生想象，来连结故事意象。

让学生演一演，感受角色的特点。

第二幕

口述哑剧是以故事改编，进行较完整的故事叙述。

II.Presentation & Practice 1.

Scene1 (Introduction)-(picture1—picture6) (1)Side-Coaching（旁述引导）

Have each student try to say the sentences about introduction in the story according to my side-coaching. Eg: Once upon a time , there were three little pigs . Questions: How do they introduce themselves ?

What does mom say to them?

Teach: (mom)make your own houses /ziz/

( Tom) go fishing (2)Ask the students who want to act out and come to the front. Eg:Who wants to be Tom/Tim/Jim/ Mom ? 2.

Scene2(The wolf is coming)-（picture7-picture12）

(1)

Narrative Pantomime (口述哑剧)

When the teacher narrates , the students do the actions.

Question: What’s the wolf like ? 教师入戏会以情(2)

Teacher-In-Role &Student-In-Role 境内第一人称的Now

I act‘

the big bad wolf ’and the students act ‘Tom and Tim’. 方式引导并协助戏剧发展与呈现。学生连带也One line :Tom

The other line: Tim 需要配合扮演对(3)

Group work in three(finding different partners) 应的角色。

Walk freely in a circle and create a new group in three. And then, give them numbers. Eg:No1 Tom

No2 Wolf

No3:Tim . At last, have the 分组小组表演

groups to act out the story in scene 2

( 2-3minutes to practice)

3.Scene3(Defeat the big bad wolf)-（picture13-picture16）

第三幕

(1) Narrative Pantomime (口述哑剧)

When the teacher narrates , the students do the actions.

Question: If you were one of the pig ,what will you do ? (2) Group work in four (finding different partners) 创设自由分组活动，让每一名学生都演不同的角色。提设问题，激发学生的想象力。

Walk freely in a circle and create a new group in four. And then, give them numbers. Eg:No1 Tom

No2 Wolf

No3:Tim

No4Jim. At last, have the groups to act out the story in scene 3 ( 3-4minutes to practice)

4.Whole Scene(Scene1-Scene3) 整个幕表演

(1)

Group work in five (dividing freely)

and choose your roles you like. 小组分幕表演

And then, come to act out the whole story in the front. 聚光灯的表演形(2)

Check

group work by the way of spotlight (scene1,scene2,scene3) 式

5.Sum up Which pig do you like ?Why? What can we learn from the story?

Diligence is the mother of success.勤奋就是成功之母。

Three Little Pigs 板书设计

Mom

kind/nice

make your own houses /ziz/

Tom

lazy

go fishing

Tim

lazy/smart

boil the water Jim

hard-working/smart

can’t come in Wolf

unkind

open the door 教学反思

格言渗透情感目标，培养学生的核心素养。

本节课,让学生深深体验戏剧课堂带给我们的快乐!激发学生们的表演欲望，关注全体学生。让学生们尽量发挥他们的想象力，通过小组合作学习，体验故事情境，增加故事的趣味性。声音和表情也是角色扮演的关键因素，全面培养学生的核心素养。