高中英語外研版 (2019)選擇性必修第三冊Unit 1 Face values教案-教案下載-教習(xí)網(wǎng)

單元主題
本單元的主題語境是“人與自我”，涉及的主題語境內(nèi)容是外表與內(nèi)心的關(guān)系。本單元語篇類型豐富，包括專題討論、人物簡介、小說、實驗報告、名人名言等。本單元從一段介紹京劇臉譜的視頻開始，依次呈現(xiàn)了三位年輕人和專家的專題討論、中國首位女空降兵馬旭的事跡、再到一些經(jīng)典文學(xué)形象諸如Jane Eyre、Cwardly lin、Harry Ptter和孫悟空的外表和性格特征、The Hunchback f Ntre-Dame中Esmeralda和Quasimd的故事以及Drian Gray的故事介紹，從多個角度闡述了和外表與內(nèi)心相關(guān)的話題，旨在引發(fā)學(xué)生對外表與內(nèi)心關(guān)系的思考，對外表的重要性形成正確的認(rèn)識，包括如何看待美與丑、如何理解外表美和心靈美，如何面對周圍人的目光和評價，如何保持清醒的頭腦接受獨一無二的自己，幫助學(xué)生學(xué)會認(rèn)識自我，評價自我，戰(zhàn)勝自我，樹立正確的審美觀和人生態(tài)度。
單元目標(biāo)
語言能力目標(biāo)
能夠圍繞本單元的主題語境內(nèi)容，基于單元提供的專題討論、人物簡介、小說、實驗報告、名人名言等多模態(tài)語篇，綜合運用多種語言技能，讀懂本單元關(guān)于對自我形象的認(rèn)知等介紹，聽懂并談?wù)撆c外表和個人品質(zhì)相關(guān)的話題；恰當(dāng)使用所學(xué)詞匯與表達(dá)，介紹人物的外表以及個人品質(zhì)。
文化意識目標(biāo)
能夠?qū)W會欣賞美、理解美、發(fā)現(xiàn)美，學(xué)會理解外表美和內(nèi)在美對人的一生的重要意義；能夠運用單元所學(xué)，結(jié)合自己的人生經(jīng)歷和感悟，通過比較與分享，鍛煉思維能力，拓展知識，提升表達(dá)能力。
3. 思維品質(zhì)目標(biāo)
能夠多維度地看待事物，認(rèn)識到外表美和心靈美同樣要重視以及心靈美的重要性，實現(xiàn)知識和思維能力的拓展與遷移。
4. 學(xué)習(xí)能力目標(biāo)
能夠運用各種學(xué)習(xí)策略，在自主學(xué)習(xí)、合作學(xué)習(xí)、探究式學(xué)習(xí)過程中，結(jié)合單元提供的反思性和評價性問題不斷監(jiān)控、評價、反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和進(jìn)程，激發(fā)英語學(xué)習(xí)的興趣，提高分析和解決問題的能力，提高自己的理解能力和表達(dá)能力。
Starting ut板塊教學(xué)設(shè)計
（建議時長10–15分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Viewing + Speaking
主題語境
人與自我——認(rèn)識自我、了解自我
內(nèi)容分析
活動1 呈現(xiàn)了一段與京劇臉譜有關(guān)的視頻，介紹了京劇的特點以及不同顏色的京劇臉譜所代表的人物形象和性格特征?；顒? 的三張圖片分別展示了羨慕天鵝的丑小鴨、細(xì)嗅薔薇的猛虎以及內(nèi)心藏著一只猛獅的小貓，引導(dǎo)學(xué)生通過觀察圖片，對比和分析圖片中動物的外表、性格特點和象征意義。本板塊旨在激活學(xué)生已有的背景知識和語言知識，激發(fā)對話題的興趣，為接下來的單元學(xué)習(xí)做好鋪墊。
教學(xué)目標(biāo)
1. 學(xué)生觀看視頻，理解視頻的主旨大意，從中迅速提取關(guān)鍵信息，如不同顏色的京劇臉譜所代表的人物形象和性格特征等，引入主題；
2.學(xué)生能夠聯(lián)系自身實際，簡單評價自己的性格特征，思考外表與內(nèi)心的關(guān)系，激活已有的語言、背景知識、激發(fā)對話題的興趣；
3.學(xué)生能夠通過觀察圖片，對比和分析圖片中各個動物的外表、性格特征和象征意義，初步了解外表與內(nèi)心的關(guān)系，針對主題發(fā)表個人觀點。
教學(xué)重點
1.學(xué)生能夠通過視頻材料，了解京劇臉譜以及所代表的人物特征；
2．學(xué)生學(xué)會正確地認(rèn)識外表，初步思考外表與內(nèi)心的關(guān)系。
教學(xué)難點
1. 引導(dǎo)學(xué)生在觀看視頻過程中記錄關(guān)鍵信息；
2. 引導(dǎo)學(xué)生觀察圖片，思考和分析問題。
教學(xué)策略
視聽說法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T plays the vide.
2. T asks Ss the questins in Activity1.
1. Ss watch the vide abut the Peking Opera masks.
2. Ss answer the questins.
Understand English better via watching the vide and widen students’ knwledge as well as raise cultural awareness.
Activity 2
1. T presents three pictures n P1 t the Ss.
2. T asks Ss the questins in Activity 2.
1. Ss lk at the pictures and try t guess the meaning.
2. Ss answer the questins.
Help Ss realise that judging a persn nly by appearance is nt bjective and cmprehensive, prmte their self-awareness, and cultivate a crrect attitude twards life.
Understanding ideas板塊教學(xué)設(shè)計
（建議時長30–35分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Reading + Speaking
主題語境
人與自我——認(rèn)識自我、了解自我
內(nèi)容分析
本板塊呈現(xiàn)了一篇體現(xiàn)單元主題的課文，語篇類型為專題討論。課文展示了三位普通年輕人對外表的不同的看法和自我形象認(rèn)知以及專家對他們觀點的評價。讀前的導(dǎo)入活動請學(xué)生閱讀全球各種人群對自我形象滿意度調(diào)查情況的相關(guān)資料，然后再進(jìn)行評價，并聯(lián)系自身情況談?wù)勍獗韺σ粋€人是否重要，旨在讀前預(yù)熱，為課文學(xué)習(xí)做好準(zhǔn)備。讀中活動請學(xué)生分別找出每位年輕人對自己外表的態(tài)度以及專家的評價，與讀前活動形成呼應(yīng)。讀后活動則通過理解主旨大意、分析文章的邏輯結(jié)構(gòu)和開放性問答等多種形式的活動，幫助學(xué)生深入理解課文信息，探究主題意義，同時培養(yǎng)學(xué)生的邏輯思維和批判性思維。
教學(xué)目標(biāo)
1.學(xué)生通過閱讀課文，了解文章中每個年輕人對自我形象的態(tài)度和專家的評價；
2.學(xué)生通過細(xì)讀課文，感知文章的語篇結(jié)構(gòu)及語言特點，學(xué)習(xí)和掌握語篇中與話題相關(guān)的表達(dá)，并能運用所學(xué)表達(dá)進(jìn)行交流；
3.學(xué)生通過理解文章內(nèi)容，加深對主題意義的認(rèn)識，形成正確的審美觀、自我認(rèn)知和積極的人生態(tài)度。
教學(xué)重點
引導(dǎo)學(xué)生通過自主閱讀和小組合作理解文章的主旨大意。
教學(xué)難點
引導(dǎo)學(xué)生根據(jù)文章的標(biāo)題、圖片等元素預(yù)測文章主題和分析文章寫作目的，培養(yǎng)這一閱讀策略與技能。
教學(xué)策略
任務(wù)型教學(xué)法、P–W–P閱讀模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t read the facts and answer the questins in Activity 1.
Ss read and answer the questins in Activity 1.
Lead t the tpic and aruse Ss’s interest..
Activity 2
T asks Ss t read the passage quickly and find ut each persn’s attitude.
Ss read the passage quickly and find ut the answer.
Train students’ reading skills f getting the main ideas.
Activity 3
1. T asks Ss t chse the authr’s purpse in Activity 3.
2. T asks sme Ss t share their answers and give the reasns.
1. Ss figure ut the answers.
2. Ss share their answers and give the reasns.
3. They can read the passage again if necessary.
Train students’ reading skills f getting the authr’s purpse and main ideas.
Activity 4
1. T asks Ss t cmplete the diagram with wrds frm the passage in Activity 4.
2. T asks Ss t share their answers and give the reasns.
1. Ss read the passage again and cmplete the diagram in Activity 4.
2. Ss share their answers and give the reasns.
Train Ss’ skills f getting specific infrmatin.
Think & Share
T asks Ss t discuss the fur questins in grups and ffers help if they need.
Ss discuss the fur questins in grups and then share their ideas with the class.
Train Ss’ ability t use language in their real life and express their ideas in a lgical way.
Using Language板塊教學(xué)設(shè)計
（建議時長80–90分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Reading + Listening + Speaking
主題語境
人與自我——認(rèn)識自我、了解自我
內(nèi)容分析
本板塊的語法部分的主要內(nèi)容是主語從句。第一個小語段介紹了喜劇演員外表呈現(xiàn)的并不一定是內(nèi)心真正的情緒。第二個小語段落講述了中國首位女空降兵馬旭的事跡。聽說部分介紹了一個著名的心理學(xué)實驗。詞匯部分通過分析幾個經(jīng)典的文學(xué)形象呈現(xiàn)與外表和性格相關(guān)的詞匯。本板塊幫助學(xué)生深度聚焦語言的意義和功能，通過真實語境下技能的綜合訓(xùn)練，加深對單元主題的理解，提高綜合語言運用能力。
教學(xué)目標(biāo)
1.學(xué)生能夠通過了解主語從句的結(jié)構(gòu)和表意功能，掌握主語從句的用法，并能夠在真實語境中對其進(jìn)行運用；
2.學(xué)生初步掌握并能夠恰當(dāng)?shù)厥褂妹枋鋈宋锿獗砗托愿竦脑~語，討論人物的外表和性格；
3.學(xué)生能夠關(guān)注語用功能，學(xué)會運用所學(xué)表達(dá)進(jìn)行演講，并能夠在實際生活中應(yīng)用；
4.學(xué)生初步認(rèn)識外表的重要性，樹立積極的人生態(tài)度。
教學(xué)重點
引導(dǎo)學(xué)生去發(fā)現(xiàn)并總結(jié)主語從句的特點和使用規(guī)則。
教學(xué)難點
引導(dǎo)學(xué)生關(guān)注英語句子結(jié)構(gòu)。熟悉并能分析句子結(jié)構(gòu)是了解英語語言特點的基礎(chǔ)。
教學(xué)策略
交際教學(xué)法、任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t read the sentences in Activity 1 and answer the questins.
2. T helps Ss find ut sme features f subject clauses.
3. T asks Ss t find ut the differences between a / c and b / d.
4. T asks Ss t lk fr mre examples f each type in the reading passage.
1. Ss lk at the sentences and answer the questins.
2. Ss finish Activity 1 n P5.
Study different cnjunctins in subject clauses.
Activity 2
T gives the task in Activity 2 and ffers help.
1. Ss read the passage and understand the main ideas.
2. Ss chse the crrect wrds.
Deepen Ss’s understanding f subject clauses.
Activity 3
T asks Ss t read the prfile f Ma Xu n P5 and write an intrductin t her, using subject clauses.
Ss read the prfile n P5 and write an intrductin t Ma Xu, using subject clauses.
Learn hw t write a shrt bigraphy and put subject clauses int practical use.
Activity 4
T asks Ss t d the task in Activity 4.
Ss finish the task in Activity 4 n P5.
Put what Ss have learnt int practice.
Activity 5
1. T plays the recrding.
2. T asks Ss t chse the title.
1. Ss listen fr the first time t get the main ideas.
2. Ss chse the title.
Train the listening skills f getting the main ideas in a quick way.
Activity 6
1.T plays the recrding again and asks Ss t cmplete the fact sheet.
2. T asks Ss t share their answers.
3. T plays the recrding again and asks Ss t make ntes f key wrds.
4. T divides Ss int grups and asks Ss t give a shrt intrductin t the experiment.
1. Ss listen t the recrding and cmplete the sheet.
2. Ss share their answers.
3. Ss listen t the recrding and make ntes.
4. Ss give a shrt intrductin t their grup members and then t the whle class.
Learn hw t get specific infrmatin in a listening passage.
Train the Ss’ speaking and summarising skills.
Activity7
1. T asks Ss t cmplete the bxes with the expressins frm the recrding.
2. T asks Ss t wrk in pairs and act ut the presentatin.
3. T invites sme students t perfrm t the class.
1. Ss cmplete the bxes with the expressins frm the recrding.
2. Ss wrk in pairs and act ut the presentatin.
Use relevant expressins t carry ut a presentatin.
Activity 8
T asks Ss t wrk in pairs and discuss the questins in Activity 8.
Ss discuss the questins in Activity 8 in pairs.
Deepen Ss’s understanding f the tpic and prmmte their self-awareness..
Activity 9
T asks Ss t read the descriptins and match them t the characters n the left n P7.
Ss read the descriptins and match them t the characters n P7.
Learn the descriptins f tpic-related literary figures.
Activity 10
T asks Ss t put the wrds in bld in Activity 9 int bxes and add mre.
Ss put the wrds in bld in Activity 9 int bxes and add mre.
Learn and classify wrds.
Activity 11
T asks Ss t chse a character frm literature and prepare a speech.
Ss make a speech abut the appearance and persnality f a literary character.
Make use f the language Ss have learnt in a cmprehensive way.
Develping ideas板塊教學(xué)設(shè)計
（建議時長80–90分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Reading + Writing
主題語境
對“美”的理解
內(nèi)容分析
本篇文章語篇類型為小說，從另一角度反映了單元主題。課文節(jié)選自Victr Hug的The Hunchback f Ntre-Dame（《巴黎圣母院》），展示了男女主人公Quasimd和Esmeralda的一段對話。文章一方面表現(xiàn)了男主人公Quasimd因自己外表丑陋給心理造成的巨大痛苦，同時又體現(xiàn)了他對美和善良的追求。文章另一方面表現(xiàn)了女主人公Esmeralda通過與Quasimd的共處，透過他丑陋的外表逐漸體會到Quasimd的真誠與善良。讀寫部分為小說The Picture f Drian Gray（《多里安·格雷的畫像》）的簡要介紹和評價。通過這一板塊的學(xué)習(xí)，學(xué)生能夠加深對單元主題的理解，并初步掌握文學(xué)作品簡介的基本內(nèi)容、文體特征和寫作手法。
教學(xué)目標(biāo)
1. 學(xué)生能夠理解課文內(nèi)容，進(jìn)一步思考文學(xué)作品中人物外表與內(nèi)心的沖突，加深對單元主題的認(rèn)識；
2. 學(xué)生通過分析、概括、整合課文中對Quasimd和Esmeralda外表和情感的描述，領(lǐng)悟兩位主人公如何看待彼此，能夠?qū)W會不以人的外表而以品質(zhì)作為判斷標(biāo)準(zhǔn)，樹立積極健康的世界觀、人生觀和價值觀；
3. 學(xué)生通過學(xué)習(xí)語篇，能夠掌握文學(xué)作品簡介的基本內(nèi)容、文體特征和寫作手法，并能運用所學(xué)知識介紹一部描述人物外表及性格的文學(xué)作品。
教學(xué)重點
引導(dǎo)學(xué)生讀懂文章，了解小說中人物外貌和內(nèi)心的對比與沖突。
教學(xué)難點
引導(dǎo)學(xué)生注重人物情感的變化。
教學(xué)策略
交際教學(xué)法、任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t d sme research t learn abut the backgrund infrmatin abut Victr Hug.
2. T asks Ss t read the passage and helps Ss understand sme new wrds and expressins.
3. T asks Ss t read the passage and get a general idea f the passage.
4. T asks Ss t share what they have learnt abut Victr Hug with the class.
1. Ss d sme research t learn abut the backgrund infrmatin abut Victr Hug.
2. Ss read the passage and understand sme new wrds and expressins.
3. Ss read the passage and get a general idea f the passage.
4. Ss share what they have learnt abut Victr Hug with the class.
Lead t the tpic and activate Ss’ backgrund knwledge.
Activity 2
T asks Ss t read the first paragraph t get sme ideas f the backgrund infrmatin.
T presents sme pictures f the characters and asks Ss t talk abut their impressins f them.
T asks Ss t read the passage and answer the questin.
Ss read the first paragraph t get sme ideas f the backgrund infrmatin.
Ss talk abut their impressins f the characters.
Ss read the passage and answer the questin.
Have a basic understanding f the passage.
Learn abut the cntrast between the main characters’ physical appearances and persnality.
Activity 3
1. T asks Ss t read the passage again and underline the sentences that describe the characters’ physical appearances and feelings.
2. T asks Ss t write a shrt paragraph t describe hw Esmeralda and Quasimd see each ther.
3. T asks Ss t read the passage again and find ut hw Esmeralda’s feelings twards Quasimd changed and share their answers with their partner.
1. Ss read the passage again and underline the sentences that describe the characters’ physical appearances and feelings.
2. Ss write a shrt paragraph t describe hw Esmeralda and Quasimd see each ther.
3. Ss read the passage again and find ut hw Esmeralda’s feelings twards Quasimd changed and share their answers with their partner.
Check Ss’ understanding f the passage.
Think & Share
1. T asks Ss t discuss the fur questins in “Think and Share”.
2. T invites sme Ss t share their pinins.
Ss discuss the fur questins in grups and then share their pinins with the class.
Deepen Ss’ understanding f the passage and develp their advanced thinking.
Activity 4
T asks Ss t wrk in grups and answer the questins.
T invites Ss t share their answers with the class.
Ss wrk in grups and answer the questins.
Ss share their answers with the class.
Cnslidate Ss’ understanding f the theme f the unit: physical appearances and persnal qualities.
Activity 5
T asks Ss t read the passage and answer the questins.
T asks Ss t discuss the answers with their grup members.
Ss read the passage and answer the questins.
Ss discuss the answers with their grup members.
Help Ss have a deeper understanding f the theme f the unit: physical appearances and persnal qualities.
Activity 6
T asks Ss t chse anther literary wrk with a fcus n physical appearances and persnal qualities and cmplete the ntes.
T asks Ss t write abut the literary wrk based n their ntes.
Ss chse anther literary wrk with a fcus n physical appearances and persnal qualities and cmplete the ntes.
Ss write abut the literary wrk based n their ntes.
Practise writing abut a literary wrk with the help f the ntes.
Activity 7
T helps Ss t learn the basic structure f an intrductin t a literary wrk.
T asks Ss t make imprvements t each ther’s intrductins.
T invites Ss t share their writing with the class.
Ss learn the basic structure f an intrductin t a literary wrk.
Ss make imprvements t each ther’s intrductins.
Ss share their writing with the class.
Imprve their writing accrding t the basic structure and with each ther’s help.
Presenting ideas & Reflectin板塊教學(xué)設(shè)計
（Presenting ideas和Reflectin部分建議時長80–90分鐘，
教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Speaking
主題語境
對“美”的理解
內(nèi)容分析
Presenting ideas板塊要求學(xué)生首先閱讀一句名人名言，并且思考對“美”的理解，引導(dǎo)學(xué)生進(jìn)一步思考對“美”的評價標(biāo)準(zhǔn)，并表達(dá)自己的觀點。本板塊旨在促進(jìn)學(xué)生對所學(xué)內(nèi)容的復(fù)習(xí)與掌握，并在真實的情境下加以綜合運用，內(nèi)化單元主題思想，發(fā)展思維品質(zhì)，完成對所學(xué)內(nèi)容的遷移和創(chuàng)新。
Reflectin板塊要求學(xué)生能夠在本單元學(xué)習(xí)過程中和結(jié)束時對自己的學(xué)習(xí)行為和效果做出評估和分析，對自己的優(yōu)缺點和得失做出反思，并與教師溝通改進(jìn)方法。
教學(xué)目標(biāo)
1. 學(xué)生通過閱讀名人名言，進(jìn)一步加深對“美”的理解；
2. 學(xué)生通過完成這個綜合性的活動，加深對單元主題意義的理解，學(xué)會觀察和欣賞身邊人的“美”；
3. 學(xué)生通過小組合作，培養(yǎng)團(tuán)隊合作意識，能夠與小組成員一起協(xié)作完成任務(wù)。
教學(xué)重點
引導(dǎo)學(xué)生通過對本單元的學(xué)習(xí)，形成正確的“美”與“丑”的價值觀，能夠?qū)ψ约汉退诵纬烧_的評價。
2. 引導(dǎo)學(xué)生從語言能力、思維品質(zhì)等方面對自己在學(xué)習(xí)本單元后的效果作出合理的評價。
教學(xué)難點
1. 指導(dǎo)學(xué)生使用本板塊中所學(xué)內(nèi)容恰當(dāng)表達(dá)自己觀點。
2. 引導(dǎo)學(xué)生養(yǎng)成自我評價的良好學(xué)習(xí)習(xí)慣。
教學(xué)策略
認(rèn)知策略、情感策略
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t read the qute and think abut its meaning.
2. T asks Ss t answer the questins abut the qute.
3. T invites Ss t share their answers with the class.
1. Ss read the qute and think abut its meaning.
2. Ss answer the questins abut the qute.
3. Ss share their answers with the class.
Think mre deeply abut the theme and then prepare fr the presentatin.
Activity 2
T asks Ss t wrk in grups and discuss wh is “the mst beautiful persn yu knw” and agree n the best candidate.
Ss wrk in grups and discuss wh is “the mst beautiful persn yu knw” and agree n the best candidate.
Organise presentatin in grups.
Activity 3
T invites Ss t give the presentatin and recmmend their candidate t the class.
T asks the class t vte fr the best presentatin.
Ss give the presentatin and recmmend their candidate t the class.
Ss vte fr the best presentatin.
Practise skills in giving a presentatin, and learn frm each ther.
Reflectin
1. T guides Ss t recall what theyhave learnt in this unit.
2. T asks Ss t cmplete “Reflectin” n P12.
Ss rate their perfrmance in this unit, summarise what theyhave learnt and think abut what they need t imprve.
Review, rate perfrmance and think abut ways t imprve.
Prject板塊教學(xué)設(shè)計
（此部分教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Speaking
主題語境
對“美”的理解
內(nèi)容分析
本板塊要求學(xué)生將小說節(jié)選改編成戲劇并將其表演出來。通過共同改編和表演戲劇的過程，幫助學(xué)生深入了解外表和內(nèi)心的矛盾沖突，樹立正確的人生觀和價值觀。學(xué)生在教師的指導(dǎo)下，綜合運用單元所學(xué)知識，開展自主合作，有效完成開放型任務(wù)，進(jìn)一步探索外表和內(nèi)心的關(guān)系這一主題語境，發(fā)展綜合語言運用能力。
教學(xué)目標(biāo)
1. 學(xué)生通過閱讀和選擇自己想要改編的小說，培養(yǎng)識別、分析和整合信息的能力；
2. 學(xué)生了解和掌握戲劇的特點，能夠從小說中選擇合適的內(nèi)容自主進(jìn)行改編；
3. 學(xué)生通過合作表演，加深對單元主題意義的理解，樹立的正確的審美觀，培養(yǎng)積極向上的人生態(tài)度。
教學(xué)重點
1. 引導(dǎo)學(xué)生利用單元所學(xué)，能夠從小說中選擇合適的內(nèi)容自主進(jìn)行改編；
2. 確定分組，完善小組內(nèi)分工，為短劇表演做好準(zhǔn)備。
教學(xué)難點
引導(dǎo)學(xué)生了解自己特長，分工合作。
教學(xué)策略
任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Investigate
T asks Ss t chse a bk that they have enjyed reading.
T asks Ss t select an excerpt which they feel effectively cntrasts a persn’s physical appearance with their persnality and inner emtins.
Ss chse a bk that they have enjyed reading.
Ss select an excerpt which they feel effectively cntrasts a persn’s physical appearance with their persnality and inner emtins.
Prepare fr the cntent f the shrt play.
Plan
T asks Ss t wrk in grups, discussing and vting fr the excerpt that they wuld like t adapt.
T guides Ss t talk abut hw they might adapt the excerpt int a shrt play.
Ss wrk in grups, discussing and vting fr the excerpt that they wuld like t adapt.
Ss talk abut hw they might adapt the excerpt int a shrt play.
Decide n the excerpt t be adapted.
Create
T guides Ss t write the play.
T guides Ss t assign rles.
T asks Ss t rehearse the play.
Ss write the play.
Ss assign rles.
Ss rehearse the play.
Assign rles and practise.
Present
T invites Ss t perfrm the play.
T asks Ss t vte fr the best play, best script, best set and cstume design, and best actr / actress.
Ss perfrm the play.
Ss vte fr the best play, best script, best set and cstume design, and best actr/ actress.
Practise skills in perfrming a play.

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