学生分析

通过前期的学习，学生已经掌握了戏剧的主要元素，也懂得怎样补足语境，建构舞台说明；同时，学生能根据图片和文本留白，创编较为丰富的戏剧对白；学生也能发现文本的戏剧冲突，并展开合理的想象。

教学准备

PPT, 板书

教学环节

教师活动

学生活动

设计意图

Task1

1. Enjoy a video.

2.Talk: Do you know the readers’ theater?  

I can see signs.

Say something about the readers’ theater.

通过谈论读者剧场初步感知本课的设计。

Task2

1. Find the main characters.

2.Watch and find the scenes.

Where are they?

What shops do they go to?

3. Read and match the signs of each scene.

4. Find out the meaning of each sign.

1. Find out the main characters.

2. Find out the scenes.

3.Find out the signs of each scene.

4.Work in pairs.

通过观看story time，学生找出剧中的主角、场景及包含的标志。

通过小组阅读story time，学生概括出每个场景的标志的具体意义。

Task 3

1. Make a script.

T-S合作表演

S-S小组表演

2.Work in 5.

3.Choose the best group.

Act the   scene1.

Choose one scene to make a script and act it out.

Ss discuss in groups and choose the best group.

以shopping center为例，通过提问展开想象，师生共同编剧本并表演。

小组合作，学生选择一个场景自编剧本并表演。

通过学生点评表演，让学生明白自己表演的问题从而提高自己的表演能力。

Homework

1. Write a script..

2. Try to know more signs and talk about   them in English.

板书设计

Unit 5 Signs (Story   time)

Who : Mike, Helen   and Tim

Where

shopping center    Wet   floor.                    What does it mean? 

juice shop         No   littering.                  It means…

bookshop         No eating   or drinking.

restaurant         No   smoking.