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1、Unit 1 Lights, camera, action!Project教学设计I. Learning objectivesBy 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 focusCooperate
2、with others and improve language competence in pronunciation and intonation.III. Predicted areas of difficulty1. Get into character of the dubbing scene.2. Dub the lines with correct pronunciation, intonation and emotions.IV. Teaching proceduresStep 1 Lead-in 1. T asks Ss to look at some pictures an
3、d 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 youre 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
4、 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 audiences language.For technical reasons: Dubbing allows the filmmaker to obtain high-quality dialogue regardless of the actual conditions that existed during shoot
5、ing. 【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 discussion1. 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 sce
6、ne 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: Whats wrong with your legs?FORREST: Um, nothing at all, th
7、ank 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 backs crooked like a question mark. These are going to make me as straight as an arrow.
8、Theyre my magic shoes.FORREST (Voice-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，
9、为配音做准备。】Step 3 Dubbing cooperation1. 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. PlanningT divides Ss into groups and asks them some questions for the
10、m 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 t
11、han 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
12、观能动性，积极思考，提高学生参与度，培养合作精神。】4. PreparingSs 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 qualiti
13、es to those of the films 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 Kings Speech and let them pa
14、y attention to the pronunciation of the lines and analyse it from the aspects of intonation, emotions and body language.T shows Ss two examples. The first example: a quarrel between the King and LogueKing George VI: L-listen to me . listen to me!Lionel Logue: Why should I waste my time listening to
15、you?King George VI: Because I have a voice!Lionel Logue: . yes, you do.T: In this conversation, the King uses falling tone to give a command; Lionel feels doubtful, so he uses a rising tone to express his doubts. The second example: Logue asks the King not to smoke.Lionel Logue: Please dont do that.King George VI: Im sorry?Lionel Logue: I believe sucking smoke into your lungs will kill you.King George VI: My physicians say it relaxes the throat.Lionel Logue: Theyre idiots.King George VI: Theyve all been knighted.Lionel Logue: Makes it official then.T: In this conversation, Lionel uses a falli
