Unit 1 Project示范教学设计【译林版英语高中必修第二册(新课标)】

Unit 1 Lights, camera, action!

Project教教教教

I. L earning objectives

By the end of the lesson, students will be able to:

1. get to know the steps to dub a film scene;

2. get to know the skills of dubbing a film scene;

3. cultivate the spirit of teamwork by working in groups.

II. Key competence focus

Cooperate with others and improve language competence in pronunciation and intonation.

III. Predicted areas of difficulty

1. Get into character of the dubbing scene.

2. Dub the lines with correct pronunciation, intonation and emotions.

IV. Teaching procedures

Step 1 Lead-in

1. T asks Ss to look at some pictures and speak out the names of these films.

2. T dubs a short film scene from the film Forrest Gump: Life is like a box of chocolates, you never know what you’re gonna get.

3. T asks Ss the following questions:

● What is dubbing?

Dubbing is the process of adding new dialogue or other sounds to the sound track of a film that has already been shot.

● Why do we dub?

For language reasons: It is a means of translating foreign-language films into the audience’s language.

For technical reasons: Dubbing allows the filmmaker to obtain high-quality dialogue regardless of the actual conditions that existed during shooting.

【设计意图：用图片和教师口头配音的方式，将学生熟悉的话题作为预设教学目标的情境载体导入，激活学生已有知识，快速进入本堂课的主题。贴近学生生活，发散学生的思维，激发学生的学习兴趣，针对本堂课的目标，为下一环节做准备。】

Step 2 Appreciation and discussion

1. T asks Ss to enjoy a scene of Forrest Gump,answer the following questions and have a discussion about the scene.

•What is the scene about?

In this scene the grown-up Forrest is remembering a story from his childhood.

•What lines impress you most?

2. Choose one part of the scene, present some lines and let students analyse it from the aspects of intonation, emotions and body language.

JENNY: What’s wrong with your legs?

FORREST: Um, nothing at all, thank you. My legs are just fine and dandy.

FORREST (Voice-over): I just sat next to her on that bus and had a conversation all the way to school.

JENNY: Then why do you have those shoes on?

FORREST: My momma said my back’s crooked like a question mark. These are going to make me as straight as an arrow. They’re my magic shoes.

FORREST (V oice-over): And next to Momma, no one ever talked to me or asked me questions. JENNY: Are you stupid or something？

FORREST: Mommy says stupid is as stupid does.

【设计意图：学生赏析拓展阅读中的电影《阿甘正传》节选，回顾Extended reading板块所学内容，联系所学，温故而知新，分析电影中的人物和台词，体会电影场景所传达的情感，注意单词发音，并让学生体验并直观感受这一场景，为配音做准备。】

Step 3 Dubbing cooperation

1. T asks Ss the question: What are the steps of dubbing a film scene?

2. T guides Ss to be familiar with the steps of dubbing a film and make full preparations for the dubbing of a film scene.

3. Planning

T divides Ss into groups and asks them some questions for them to discuss in the process of planning their dubbing:

•Are there enough characters in the scene in your group?

•Are the words clear to understand?

•Does the characters speak more or less the same amount?

•How long does the scene last?

By discussing, students can get the ideas:

•One person can play more than one character.

•Try not to choose a scene where characters are talking too quickly or using difficult language.•Try not to choose a scene where one person will have to do most of the speaking.

•A scene that lasts two or three minutes is preferred.

【设计意图：学生通过教师的提问以及小组讨论，认识并掌握配音以及选取电影场景的一些技巧。让学生充分发挥主观能动性，积极思考，提高学生参与度，培养合作精神。】

4.Preparing

Ss work in their groups and have a discussion about the dubbing.

•Decide on the scene of your film to dub.

•Decide on the task of each group member. They need a director who is in charge of the whole process. They should find dubbers who have similar vocal qualities to those of the film’s characters.)

After discussion, students will make a decision about the film scene that they are going to dub.

【设计意图：学生通过小组合作的方式展开讨论，并对所选的电影场景进行任务分工，充分发挥学生的积极主动性，以教材为基础，让学生自由发散思维，提高小组合作能力，为练习配音做好铺垫。】

5. Practising

(1) T presents Ss some lines from The King’s Speech and let them pay attention to the pronunciation of the lines and analyse it from the aspects of intonation, emotions and body