Word power: Words used in performing第二课时教案

Module 6 Unit 1 Word Power

Words used in performing

Designed by He Qiaoli from Chen Zhou NO.2 High School, Hunan.

Teaching aims: 1.

Help students get familiar with the words used in performing; 2.

Students are expected to know more idioms related to laughing and smiling. 3.

Enable students to love plays through working in groups to preparing performing a play in roles. Difficult and key points: Help students use these words related to performing in preparing a play. Teaching Methods: Situational teaching method, discussion, role-play Teaching aids:

Multimedia

Teaching Procedure: Step 1.Lead-in 1. Have students enjoy the play performed by a group of students: The important papers. They have been asked to prepare for the play before the unit begins. And each group are expected to perform it when classes begin.

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2. Interview one of the actors or actresses in this performing group:

What did you prepare in order to perform the play well? This part helps lead students to pay attention to some words used in performing.

Step 2. Presentation 1. Have students read through the passage of part A and then fill in the blanks. To be a good actor, you need to know the vocabulary used on stage. All the actors in a play are called the

. The person in charge is the

. He or she gives the actors instructions about how to perform. The words that the actors say are called their

, and they can be found in the

. If you are an actor, you need to know where your character is supposed to stand on the stage. The director will tell you, and sometimes the script will contain instructions. A piece of information like this is called a

.

The script is divided into sections, called

and

. Plays are often made up of several acts. Acts are like chapters in a book and are made up of different scenes. Scenes are like paragraphs in a chapter. The scene changes when the actions of a play moves to a different place. Very short plays are often called

plays. This means all the action occurs at one time, in one place. You will need to know these terms in

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order to be a successful actor. This part is for self-study by students. They are supposed to pay attention to the words in blue and then fill in the blanks without checking their books. This helps students understand these words used in performing. 2. Help students learn the words of part B Show students the diagram about performing on a stage. Lead students to learn these words one by one with pictures helping their understanding. 3. Have students finish the following spidergram. Organize students into groups and discuss about how to complete the spidergram. Their works are expected to be shown by the projector.

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cast

stage

play

script

others

Step 3. Let’s play a game.

Organize students into groups. Students are supposed to choose one egg each time, and knock it out, and then they will get a task. If the task is completed, students can gain some points for their own group. This part helps students strengthen the vocabulary used in performing and get to know how to use these words in sentences.

Step 4. Practice 1. Have students in the blanks in part C. If you want to be an actor, there are certain things you will need to know before you can be in a play. The first is to always listen to the (1)

. He or she will help you learn your (2)

and say them in the most proper way possible. The other members of the cast can also help you. When you get your script and are ready to begin learning your lines, start by finding out when your character is on the (3)

. Look at your script, and make a list of which (4)

and (5)

you are in. You will be expected to be dressed in your costume and waiting in the (6)

at least one scene before you go on stage. If your character uses any props, make sure you know where they are before you go on stage. When you get on stage, you may be surprised by how bright the (7)

are and how different the stage looks with the scenery. Don’t worry, just follow the (8)

that you have learnt, and say your lines, and you will do

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fine. 2. Have students discuss the following question: What do you need to know if you want to be an actor? This part enables students to know about how to perform a play.

Step 5 Role-play Give students some introductions about

Romeo and Juliet.

Have students look through the script of Romeo and Juliet, Act Two, Scene Two, and practice reading the lines in roles with group members. Students are expected to perform the play with the script in a simple way in class.

Step 6. Idioms about laughing and smiling. Introduce these idioms to the students and ask them to fill in the blanks. [ laugh one’s head off;

smile on sb.;

laugh until one cry;

laugh up one's sleeve ] 1. We thought it would be raining that day. However, the weather __________ us: it was a fine day! 2. Tom’s funny jokes made us _________________.

3. Having been separated for 10 years, the two friends met again. They ______________________. 4. We were __________________ at the man because he was wearing a strange hat.

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This part helps students strengthen the usage of these idioms about laughing and smiling. If time not permitting, this part can be left to be finished by students after class.

Step 7. Homework 1. Collect more idioms about laughing and smiling.

2. Work with your group members to perform Romeo and Juliet

according to the script.

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Script:

Romeo and Juliet

Act Two

Scene Two

In the dark garden, Romeo suddenly saw a light. Juliet was standing on her balcony. She began to speak to the night and did not know that Romeo was listening.

Juliet: Ah, Romeo ( sighs). Romeo: Speak again, angel! ( whispers) Juliet: 0h, Romeo, Romeo! Why is your name Romeo? (leans her cheek upon her hand) Let's change our names. Then we can love. A rose can have any name. It always smells sweet.

Romeo: I will change my name for you! (jumps out and call out) Juliet: Who’s there? Who is listening in the middle of the night? (surprised and looks around) Romeo: I will not tell you my name because it is your enemy.

Juliet: I know your voice. Are you Romeo? But how did you get over the garden wall?

Romeo: Love gave me wings. No walls can shut out love. Juliet: If my family find you, they will murder you!

Romeo: The night hides me. I am safe. Love has sent me here to you.

Romeo and Juliet talked together. Romeo knew Juliet's secret —

she

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loved him. They decided to get married secretly.

Juliet: Will you be true?

Romeo: Yes, my darling. I promise by the moon. Juliet: But the moon changes. Will your love change? Romeo: Never. I will always love you. Do you love me?' Juliet: I told the night that I loved you and you heard me. But I wish I had been silent. Romeo: Have you changed your mind?' Juliet: No, my love is as deep as the sea. But I must go. The Nurse is calling. Good night, Romeo. Romeo: Good night, Juliet.' The Nurse: Juliet! Juliet! (calls inside the room) Juliet: I'm coming, Nurse. (turns back and answers) Good night, Romeo. ( says to Romeo) Romeo: Good night, Juliet. It is very sad and very sweet to say good night. But tomorrow, we will be married. (excited and watches Juliet entering the room)

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