牛津译林版（2019）必修第一册Unit 2 Let's talk teens project 教学案（教师版 学生版）

English
Teaching
Plan(Teachers’
version)
M1
U2
Project
I.
Teaching
aims:
By
the
end
of
this
section,
students
will
be
able
to:
1.
create
a
short
play
about
parent-child
relationships
through
cooperation
and
exploration;
2.
write
and
perform
the
play
properly;
3.
evaluate
and
comment
on
their
projects.
II.
Teaching
important
and
difficult
points
1.
To
evaluate
the
script
and
the
performance;
2.
To
create
and
perform
the
play.
II.
Teaching
methods
1.?Task-based?teaching
2.?Students-centered?teaching
3.?Activity-based?teaching?(individual?work;?pair?work;?group?work;?class?work)
4.Individuals,
pairs,
read,
practice,
Cooperation
and
inquiry
5.Analysis
IV.
Teaching
procedures
Step
1
Autonomic
learning
A.
Words:
English---Chinese
1.unique
2.passive
3.eager
4.flexible
5.secure
6.downtown
7.flat
8.response
9.operation
10.figure
11.volunteer
12.emergency
13.gratuate
14.grocery
15.kangaroo
16.adventure
17.performance
18.forum
19.expert
20.design
B.
Expressions:
1.cheer
up
2.be
on
one’s
back
about
sth.
3.draw
sth.
out
of
sth.
4.back
down
5.think
sth.
through
6.calm
down
7.count
out
8.put
sth.
to
the
side
9.with
anxious
interest
10.give
sb.
a
bright
smile
11.take
sth.
out
of
12.for
the
first
time
Step2
Cooperation
and
inquiry
1.
Have
students
discuss
what
topics
should
be
presented
in
the
play
about
parent-child
relationships
and
finish
Part
A.
2.
Guide
students
to
choose
a
topic
they
are
interested
in
as
a
group
to
create
a
script
3.
Group
work
together.
Step3
Extension
and
innovation
1.
Make
a
brief
introduction
to
plays
by
asking
some
questions
about
a
play.
1)
How
much
do
you
know
about
plays?
2)
Which
play
is
your
favorite?
3)
Can
you
tell
me
some
characteristics
of
a
play?
Is
the
format
of
a
play
the
same
as
that
of
a
news
article?
4)
Are
the
words
in
a
play
very
formal?
(A
play
has
a
unique
format
and
style.
Most
plays
are
in
the
form
of
a
dialogue.
A
large
amount
of
casual
speech
is
used,
sometimes
with
incomplete
sentences.
The
main
components
of
a
play
are
as
follows:
characters,
settings,
stage
directions,
language,
conflicts,
climax,
and
theme.)
2.
Have
students
get
a
general
idea
of
a
short
play
by
watching
a
video
of
King
Lear.
Have
students
discuss
how
to
write
a
short
play
and
use
the
table
in
Part
B
for
reference.
3.
Have
students
appreciate
the
sample
in
Part
C
and
ask
questions
to
help
students
to
have
a
better
understanding.
What’s
the
attitude
of
Eve
towards
her
father?
(Indifferent
and
cold.)
What
do
you
think
causes
the
problem?
(Generation
gap.)
Step4
Detection
for
liquidation
1.
Have
students
create
a
short
play
about
parent-child
relationships.
What
should
we
pay
attention
to
while
creating
a
play?
(Unlike
a
novelist
or
short-story
writer,
a
playwright
can’t
come
forward,
interrupt
the
action,
and
tell
the
audience
what
he/she
means
by
a
certain
scene
or
explain
to
them
what
is
going
on
in
the
minds
of
the
characters.
The
audience
must
conclude
by
themselves
what
the
theme
of
the
play
is.
Have
students
know
that
they
can
conclude
the
theme
at
the
end
of
their
play.)
2.
Have
students
perform
the
short
play
in
front
of
the
class.
Clever
revising
and
creative
change
are
encouraged.
Gesture,
facial
expression
and
tone
of
voice
are
advisable.
At
the
end
of
each
performance,
other
groups
ask
questions
about
it
or
put
forward
suggestions.
Step5
Extension
after
class
Complete
the
exercises
on
page
51—52
in
the
Everyday
workbook.
Keys:
一、1.flat
2.
pressed
3.
operation
4.
relaxation
5.
flexible
6.
stressed
7.
scene
8.
volunteered
9.
protected
10.
Emergency
二、1.
take
a
break
2.
looked
up
3.
depends
upon
4.
in
her
shoes(代替她)
5.expect
6.in
response
to
7.on
my
back
about
9.graduated
from
三、1-2
AB
四、ECDAG
English
Learning
Plan(Students’
version)
M1
U2
Project
Class:
Name:
Assessment:
Learning
aims
By
the
end
of
this
section,
students
will
be
able
to:
1.
create
a
short
play
about
parent-child
relationships
through
cooperation
and
exploration;
2.
perform
the
play
properly;
3.
evaluate
and
comment
on
their
projects.
Learning
procedures
Step
1
Autonomic
learning
A.
Words:
English---Chinese
1.unique
2.passive
3.eager
4.flexible
5.secure
6.downtown
7.flat
8.response
9.operation
10.figure
11.volunteer
12.emergency
13.gratuate
14.grocery
15.kangaroo
16.adventure
17.performance
18.forum
19.expert
20.design
B.
Expressions:
1.cheer
up
2.be
on
one’s
back
about
sth.
3.draw
sth.
out
of
sth.
4.back
down
5.think
sth.
through
6.calm
down
7.count
out
8.put
sth.
to
the
side
9.with
anxious
interest
10.give
sb.
a
bright
smile
11.take
sth.
out
of
12.for
the
first
time
Step2
Cooperation
and
inquiry
1.
Have
students
discuss
what
topics
should
be
presented
in
the
play
about
parent-child
relationships
and
finish
Part
A.
2.
Guide
students
to
choose
a
topic
they
are
interested
in
as
a
group
to
create
a
script
3.
Group
work
together.
Step3
Extension
and
innovation
1.
Make
a
brief
introduction
to
plays
by
asking
some
questions
about
a
play.
1)
How
much
do
you
know
about
plays?
2)
Which
play
is
your
favorite?
3)
Can
you
tell
me
some
characteristics
of
a
play?
Is
the
format
of
a
play
the
same
as
that
of
a
news
article?
4)
Are
the
words
in
a
play
very
formal?
(A
play
has
a
unique
format
and
style.
Most
plays
are
in
the
form
of
a
dialogue.
A
large
amount
of
casual
speech
is
used,
sometimes
with
incomplete
sentences.
The
main
components
of
a
play
are
as
follows:
characters,
settings,
stage
directions,
language,
conflicts,
climax,
and
theme.)
2.
Have
students
get
a
general
idea
of
a
short
play
by
watching
a
video
of
King
Lear.
Have
students
discuss
how
to
write
a
short
play
and
use
the
table
in
Part
B
for
reference.
3.
Have
students
appreciate
the
sample
in
Part
C
and
ask
questions
to
help
students
to
have
a
better
understanding.
What’s
the
attitude
of
Eve
towards
her
father?
(Indifferent
and
cold.)
What
do
you
think
causes
the
problem?
(Generation
gap.)
Step4
Detection
for
liquidation
1.
create
a
short
play
about
parent-child
relationships.
What
should
we
pay
attention
to
while
creating
a
play?
(Unlike
a
novelist
or
short-story
writer,
a
playwright
can’t
come
forward,
interrupt
the
action,
and
tell
the
audience
what
he/she
means
by
a
certain
scene
or
explain
to
them
what
is
going
on
in
the
minds
of
the
characters.
The
audience
must
conclude
by
themselves
what
the
theme
of
the
play
is.
Have
students
know
that
they
can
conclude
the
theme
at
the
end
of
their
play.)
2.
Perform
the
short
play
in
front
of
the
class.
Clever
revising
and
creative
change
are
encouraged.
Gesture,
facial
expression
and
tone
of
voice
are
advisable.
At
the
end
of
each
performance,
other
groups
ask
questions
about
it
or
put
forward
suggestions.
Step5
Extension
after
class
Complete
the
exercises
on
page
51—52
in
the
Everyday
workbook.
一、1.__________2.____________3.___________4.____________5.___________
6.___________7.__________8.____________9.___________10.___________
二、1.__________________2._________________3._______________4.___________
5.__________________6._________________7._______________8.___________
三、_______________
三、_____________________