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09阳光英语项目

2013-08-20T15:46:41Z

乌云盖饭：Importing text file

==项目简介==
以PEP小学教材四年级上册语言重点为教学目标，通过整合编排，突出歌曲教学、戏剧表演、小组练习的特色，力求通过一学期八次课共十六课时的教学，使学生在强化本学期学习内容的同时能掌握4~5首英文儿歌，会表演一个英文短剧，英语语感和实际使用能力由此得到提升。 
 
==课程安排==

<TABLE class=wikitable>

<TR>
<TD>
 授课日期</TD>
<TD>
 主题</TD>
<TD>
教学目标 </TD>
<TD>
外显成果 </TD>
<TD>
 关联单元</TD></TR>
<TR>
<TD>第一周</TD>
<TD>My Schoolbag</TD>
<TD> naming and talking about school supplies</TD>
<TD>
Song: 
What're the things in your shoolbag?</TD>
<TD>PEP四年级上Unit1</TD></TR>
<TR>
<TD>第二周</TD>
<TD>My Friends</TD>
<TD>description (What are your friends like? What do you play with your friends?)</TD>
<TD> </TD>
<TD> PEP四年级上Unit2</TD></TR>
<TR>
<TD>第三周</TD>
<TD>Halloween</TD>
<TD> stories about Halloween; songs and play</TD>
<TD> </TD>
<TD> </TD></TR>
<TR>
<TD>第四周</TD>
<TD>Numbers & Operation</TD>
<TD> numbers 0-100; counting with classroom items; addtion & subtraction</TD>
<TD> </TD>
<TD> PEP四年级上Unit1, Recycle 1</TD></TR>
<TR>
<TD>第五周</TD>
<TD>Food</TD>
<TD> common dish names; ordering and talking about food</TD>
<TD> </TD>
<TD> PEP四年级上Unit5</TD></TR>
<TR>
<TD>第六周</TD>
<TD>My Family</TD>
<TD> family tree; review description; occupation</TD>
<TD> </TD>
<TD> PEP四年级上Unit6</TD></TR>
<TR>
<TD>第七周</TD>
<TD>My Home</TD>
<TD> invitation; a tour around my home; preposition</TD>
<TD> </TD>
<TD> PEP四年级上Unit4</TD></TR>
<TR>
<TD>第八周</TD>
<TD>Merry Christmas</TD>
<TD> stories about Christmas; making & writing a Christmas card</TD>
<TD> </TD>
<TD> PEP四年级上Recycle 2</TD></TR></TABLE>
 
==教案设计（8主题）==
1. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD01%20My%20Schoolbag 09阳光英语01 My Schoolbag]
2. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD02%20My%20Friends 09阳光英语02 My Friends]  
3. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD03%20Halloween 09阳光英语03 Halloween]
4.
5. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD05%20Food 09阳光英语05 Food]
6.
7.
8. 
==参考资源==

PEP小学英语教材电子版 
四年级上下册的链接 http://www.pep.com.cn/xe/jszx/tbjxzy/pepxe/pepsia/dzkb/
 
==项目总结==
（） 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-70.html 旧百科原始链接]

09阳光英语项目

2013-08-20T14:47:44Z

乌云盖饭：Importing text file

==项目简介==
以PEP小学教材四年级上册语言重点为教学目标，通过整合编排，突出歌曲教学、戏剧表演、小组练习的特色，力求通过一学期八次课共十六课时的教学，使学生在强化本学期学习内容的同时能掌握4~5首英文儿歌，会表演一个英文短剧，英语语感和实际使用能力由此得到提升。 
 
==课程安排==

<TABLE class=table>

<TR>
<TD>
 授课日期</TD>
<TD>
 主题</TD>
<TD>
教学目标 </TD>
<TD>
外显成果 </TD>
<TD>
 关联单元</TD></TR>
<TR>
<TD>第一周</TD>
<TD>My Schoolbag</TD>
<TD> naming and talking about school supplies</TD>
<TD>
Song: 
What're the things in your shoolbag?</TD>
<TD>PEP四年级上Unit1</TD></TR>
<TR>
<TD>第二周</TD>
<TD>My Friends</TD>
<TD>description (What are your friends like? What do you play with your friends?)</TD>
<TD> </TD>
<TD> PEP四年级上Unit2</TD></TR>
<TR>
<TD>第三周</TD>
<TD>Halloween</TD>
<TD> stories about Halloween; songs and play</TD>
<TD> </TD>
<TD> </TD></TR>
<TR>
<TD>第四周</TD>
<TD>Numbers & Operation</TD>
<TD> numbers 0-100; counting with classroom items; addtion & subtraction</TD>
<TD> </TD>
<TD> PEP四年级上Unit1, Recycle 1</TD></TR>
<TR>
<TD>第五周</TD>
<TD>Food</TD>
<TD> common dish names; ordering and talking about food</TD>
<TD> </TD>
<TD> PEP四年级上Unit5</TD></TR>
<TR>
<TD>第六周</TD>
<TD>My Family</TD>
<TD> family tree; review description; occupation</TD>
<TD> </TD>
<TD> PEP四年级上Unit6</TD></TR>
<TR>
<TD>第七周</TD>
<TD>My Home</TD>
<TD> invitation; a tour around my home; preposition</TD>
<TD> </TD>
<TD> PEP四年级上Unit4</TD></TR>
<TR>
<TD>第八周</TD>
<TD>Merry Christmas</TD>
<TD> stories about Christmas; making & writing a Christmas card</TD>
<TD> </TD>
<TD> PEP四年级上Recycle 2</TD></TR></TABLE>
 
==教案设计（8主题）==
1. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD01%20My%20Schoolbag 09阳光英语01 My Schoolbag]
2. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD02%20My%20Friends 09阳光英语02 My Friends]  
3. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD03%20Halloween 09阳光英语03 Halloween]
4.
5. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD05%20Food 09阳光英语05 Food]
6.
7.
8. 
==参考资源==

PEP小学英语教材电子版 
四年级上下册的链接 http://www.pep.com.cn/xe/jszx/tbjxzy/pepxe/pepsia/dzkb/
 
==项目总结==
（） 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-70.html 旧百科原始链接]

英语课教学流程

2013-08-20T12:55:58Z

乌云盖饭：Importing text file

==1. Warm Up 热身环节==

目的：在正式课程开始之前调整全体学生的学习状态，使之达到注意力集中，求知欲旺盛的状态。
常见形式：简单歌曲（[http://www.ygclub.org/wiki/index.php?doc-innerlink-%E8%8B%B1%E6%96%87%E5%84%BF%E6%AD%8C%E7%BD%91%E7%BB%9C%E8%B5%84%E6%BA%90 英文儿歌网络资源]）、[http://www.ygclub.org/wiki/index.php?doc-innerlink-TPR TPR]或[http://www.ygclub.org/wiki/index.php?doc-innerlink-%E5%B0%8F%E6%B8%B8%E6%88%8F 小游戏]。
时间：5~10分钟
注意：如果学生年龄较小（幼儿到小学低年级），或该堂课内容需要冷静和专注（比如阅读课程），[http://www.ygclub.org/wiki/index.php?doc-innerlink-Warming%20Up Warming Up] 和 [http://www.ygclub.org/wiki/index.php?doc-innerlink-Cooling%20Down Cooling Down] 需要结合使用。
 
==2. Focused Teaching 集中教学环节==

目的：教授该堂课核心教学内容。
常见形式：展示、解释、举例、示范、重复、单点反馈、群组反馈
时间：针对少儿英语教学，不宜超过25分钟。
注意：充分利用多媒体（[http://www.ygclub.org/wiki/index.php?doc-innerlink-%E5%A4%9A%E5%AA%92%E4%BD%93%E7%BD%91%E7%BB%9C%E8%B5%84%E6%BA%90 多媒体网络资源]）、图片（[http://www.ygclub.org/wiki/index.php?doc-innerlink-Google%E6%90%9C%E5%9B%BE%E6%8A%80%E5%B7%A7 Google搜图技巧]）、肢体语言（[http://www.ygclub.org/wiki/index.php?doc-innerlink-TPR TPR]）和增加互动是提升教学效率的有力手段
 
==3. Controlled Pracitce 控制性练习==

目的：检查以确保学生对核心教学内容的掌握
常见形式：控制性提问、多项选择、分类（[http://www.ygclub.org/wiki/index.php?doc-innerlink-sorting sorting]）、对应（[http://www.ygclub.org/wiki/index.php?doc-innerlink-match match]）、单点反馈、群组反馈 
时间：较灵活，可在集中教学环节中穿插进行
 
==4. Free Practice 自由练习==

目的：鼓励和引导学生灵活应用所学内容，提供实际交流机会。
常见形式：教师与学生的[http://www.ygclub.org/wiki/index.php?doc-innerlink-%E4%BA%92%E5%8A%A8%E6%B8%B8%E6%88%8F 互动游戏]、学生与学生的[http://www.ygclub.org/wiki/index.php?doc-innerlink-%E4%BA%92%E5%8A%A8%E6%B8%B8%E6%88%8F 互动游戏]、角色扮演、团队合作、开放性问题和创造性任务
时间：较灵活
 
==5. Small Group 小组学习==

目的：使不同程度学生的不同需要得到有效关注。创造[http://www.ygclub.org/wiki/index.php?doc-innerlink-%E5%90%8C%E4%BC%B4%E5%AD%A6%E4%B9%A0 同伴学习]环境。
常见形式：学生以不同程度分组，每组委派不同任务，老师从旁给予分别指导；或将较高程度学生分别排入各小组，鼓励团队合作和领导力。
时间：5~10分钟
 
==6. Review 复习==

目的：复习和[http://www.ygclub.org/wiki/index.php?doc-innerlink-%E8%AF%84%E4%BC%B0 评估]该堂课核心教学目标
常见形式：可任意采用Controlled Pracitce 、Free Practice、或[http://www.ygclub.org/wiki/index.php?doc-innerlink-Small%20Group Small Group]的形式进行。
时间：5~10分钟 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-64.html 旧百科原始链接]

英文儿歌网络资源

2013-08-20T12:55:56Z

乌云盖饭：Importing text file

==说明==

这是一个不断更新的资源库。请按这个格式去增加资源。  这里有英文名字和内联，同时请在英语教程下，起一个新的词条命名那首歌的名字（标签是英文儿歌）。  里面的内容是英文歌词，中文歌词，最后是多媒体。  谢谢 

 
==内容==
 
===A ===
[http://www.ygclub.org/wiki/index.php?doc-innerlink-A%20hunting%20we%20will%20go A hunting we will go] 
 
===B===
[http://www.ygclub.org/wiki/index.php?doc-innerlink-Boom,%20Boom,%20Ain't%20it%20great%20to%20be%20crazy? Boom, Boom, Ain't it great to be crazy?] 
 
===C===
[http://www.ygclub.org/wiki/index.php?doc-innerlink-Come%20little%20leaves Come little leaves] 
 
===D===
[http://www.ygclub.org/wiki/index.php?doc-innerlink-Do%20your%20ears%20hang%20low? Do your ears hang low?] 
 
===E===

 
===F===

Frog went a courting
[http://www.ygclub.org/wiki/index.php?doc-innerlink-Fuzzy%20And%20Blue%20(And%20Orange) Fuzzy And Blue (And Orange)] 
 
===G===
My grandfather's clock Go to school
 
===H===
Happy days are here again
<DIV>
 
===I===
I love you, you love me I have two hands
 
===J===
JIngle bells 
 
===K===
Keep Your Light Shining 
 
===L===
Loop de Loop [http://www.ygclub.org/wiki/index.php?doc-innerlink-Lead%20the%20sunshine%20in Lead the sunshine in] 
 
===M===

 
===N===

 
===O===

 
===P===

 
===Q===

 
===R===

 
===S===

 
===T===

 
===U===

 
===V===

 
===W===
[http://www.ygclub.org/wiki/index.php?doc-innerlink-Wheels%20on%20the%20Bus Wheels on the Bus] [http://www.ygclub.org/wiki/index.php?doc-innerlink-Who%20Are%20The%20People%20In%20Your%20Neighborhood Who Are The People In Your Neighborhood] 
 
===X===

 
===Y===

 
===Z===

  </DIV> 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-66.html 旧百科原始链接]

绿野仙踪四幕剧本教案

2013-08-20T12:55:47Z

乌云盖饭：Importing text file

==The Wizard of Oz ==

This play is adapted from the 1939 American movie The Wizard of Oz Youku [http://v.youku.com/v_show/id_XOTU0NzM5NTI=.html http://v.youku.com/v_show/id_XOTU0NzM5NTI=.html] Original Script [http://www.imsdb.com/scripts/Wizard-of-Oz,-The.html http://www.imsdb.com/scripts/Wizard-of-Oz,-The.html]  Wiki: [http://en.wikipedia.org/wiki/The_Wonderful_Wizard_of_Oz http://en.wikipedia.org/wiki/The_Wonderful_Wizard_of_Oz] 
 
==Characters ==

Dorothy Scarecrow Tin man Lion The Three Wizards of Oz (为降低表演难度，原本只有一个的奥兹巫师角色改编成三个) The Wicked Witch of the West Winged monkeys The Good Witch of the North 
 
==Play Script & Language Points ==
 
===Intro===

Dorothy is a girl who lives in a farmhouse in Kansas with her Uncle Henry, Aunt Em, and little dog Toto. One day the farmhouse, with Dorothy inside, is caught up in a cyclone and deposited in a field in the Land of Oz. The falling house kills the Wicked Witch of the East. The Good Witch of the North comes and gives Dorothy the ruby slippers that the Wicked Witch of the East had been wearing when she was killed. In order to return to Kansas, the Good Witch of the North tells Dorothy that she will have to go to the "Emerald City" and ask the Wizard of Oz to help her. Language Points
key words: Dorothy, uncle, aunt, Toto, cyclone, house, witch, wicked, slippers, wizard Note：这部分本应有一幕，但该幕对环境设置有较高要求，表演时考虑简化为纸偶+陈述的形式作为一个引子。授课时可用中文辅助，除关键词让学生理解以外，其他不需重点讲解。
计划课时：1课时。 
 
===Act I ===

Dorothy reaches an intersection. DOROTHY  Which way should we go? (1) SCARECROW That way is a very nice way. DOROTHY Oh, thank you very much, Scarecrow! SCARECROW And that way is very nice, too. DOROTHY  Oh no, which way should we go?  SCARECROW I’m afraid I cannot help you, Dorothy. You see, my head is full of straw. (2) I don’t have a brain. (3) DOROTHY Oh, I’m going to see the great Wizard of Oz. (4) Maybe he can give you some brains. (5) (6) (7) SCARECROW Why, that would be great! Let’s go together!...Oh, but …(Scarecrow looks around and remembers that he is tied to the pole and cannot move) DOROTHY Oh, let me help you! (Dorothy helps Scarecrow to get down) DOROTHY Now let’s go! SCARECROW & DOROTHY (skip and sing, arm in arm) We are off to see the Wizard; the wonderful wizard of OZ! We are off to see the Wizard; the wonderful wizard of OZ! ------------------------保持悬念的分割线----------------------------
Dorothy and Scarecrow run into a Tin-man DOROTHY Look, a tin-man! TIN MAN H-H-H-el---p! DOROTHY What’s wrong? SCARECROW Oh, he is rusted! He can’t move! (7) DOROTHY Don’t worry, we will help you! (Dorothy picks up the oil can) Dorothy and Scarecrow help oil the Tin man until he can move his joints. TIN MAN Oh, thank you so much!! DOROTHY You are welcome. I’m Dorothy and this is Scarecrow. (9) TIN MAN Oh, nice to meet you. I’m Tin Man. Where are you going? DOROTHY We are going to see the Wizard of Oz. (4) He’ll help me get back home. (4) SCARECROW And he will give me some brains. (4) (6) TIN MAN Oh, that’s wonderful! I wish he could give me a heart! (6) Look, (bangs on his chest)I don’t have a heart! (crying) (3) SCARECROW Maybe the Wizard could give you a heart, too. (5) (6) TIN MAN Yes, maybe! SCARECROW & DOROTHY & TIN MAN(sing) We are off to see the Wizard; the wonderful wizard of OZ! We are off to see the Wizard; the wonderful wizard of OZ! The three travellers enter a forest. DOROTHY I don't like this forest! It's -- it's sooooooo dark! They run into a lion sitting by a rock crying. When they sees the lion they all scream and run away, but only to find the lion is doing the same. Then both parties sneak up from hidden places. TIN MAN D-d-d-don't be afraid. I’v-v-v an a-a-a-x. ------------------------保持悬念的分割线----------------------------
LION Oh please, don’t hit me! I won’t hurt you! DOROTHY Why… why are you so scared of us? Aren’t you a lion? LION Yes, I am a lion, but I don’t have any courage! (3) I even scare myself! (crying) SCARECROW Oh, that's too bad. Do you think the Wizard could help him, too? DOROTHY Yes. Why don't you come along with us? Maybe the great Wizard of Oz can give you courage. (5) (6) LION Gee, that's -- that's so very nice of you. (10) Let’s go! SCARECROW & DOROTHY & TIN MAN & LION (sing) We are off to see the Wizard; the wonderful wizard of OZ! We are off to see the Wizard; the wonderful wizard of OZ! Language Points (1) asking for directions (2) full of (3) have/don’t have (4) future tense：be going to/ will (5) maybe … 
(6) give sb. sth. (7) can/can not (8) body parts (9) introduction "This is ..." (10) it’s very nice of you Note：本幕集中体现了主要人物的性格。为控制语言难度，人物对话上体现的性格特点有限，需要带领学生使用肢体、表情、语音语调来增加表现力。为保持孩子的好奇心，不要一次把全幕故事都讲完，而是按故事的转折分段，以保持悬念。 
计划课时：3课时。（Scarecrow, Tin man, Lion 各一课时，分段参见上文分割线。）
 
===Act II ===

Finally the four reach the corridor to the Wizard’s Throne Room. They cannot see the Wizard, just hear his terrifying voice. OZ'S VOICE The Great Wizard of Oz. Come forward! The four enter the Throne Room and find flame and smoke belching forth from the throne -- LION Oh! Look at that! Look at that! Oh -- Ohhhh -- I want to go home -- I want to go home! (1) OZ'S VOICE I am Oz, the Great and Powerful! The Four trembling and shaking with fear -- OZ'S VOICE Who are you? (2) OZ'S VOICE Who are you? The Four react with fear -- the others shove Dorothy forward -- she comes forward, speaks -- DOROTHY I -- If you please, I - I am Dorothy,...the small and meek. We've come to ask you -- OZ'S VOICE Silence! Dorothy reacts, turns and runs back to the others -- OZ'S VOICE The Great and Powerful Oz knows everything. Step forward,.... OZ'S VOICE ...Tin Man! The Four -- the Tin Man shakes, speaks – comes wobbling forward -- TIN MAN Ohhhh -- it's me! OZ'S VOICE You dare to ask me for a heart, do you? (3) Tin Man trembling with fear TIN MAN Ohhhh -- yes...yes, sir -- Y-Yes, your Honor. You see, I don’t have a heart and…-- OZ'S VOICE Quiet! TIN MAN Ohhhhhh! The Tin Man runs back to Dorothy, Lion and the Scarecrow. OZ'S VOICE And you, Scarecrow, you dare to ask for a brain? (3) the Scarecrow almost collapses -- then moves forward and salaams in front of the throne -- Scarecrow kneeling SCARECROW Y-Yes -- Yes, Your Honor -- I mean, Your Excellency -- I -- I mean – OZ'S VOICE Enough! (4) Scarecrow rises, runs back to Lion, Tin Man and Dorothy -- OZ'S VOICE ...Uh -- And you,...Lion! the Lion groans with fear as he comes slowly forward -- Lion tries to speak -- faints and falls to the floor -- Dorothy and the others run forward to him -- DOROTHY Oh -- Oh -- Oh!.... OZ'S VOICE The great and wonderful Oz can help you. But first you must do something for me. (6) Bring me the broomstick of the Witch of the West. Now, go!... TIN MAN B-B-B-But… OZ'S VOICE I said, go! The four run away in panic, lion runs the fastest. Language Points (1) want to
(2) Wh-words review (3) ask for (4) enough  (5) must Note: 这一幕集中表现奥兹声音的震慑和四位小伙伴的恐惧之间的对比。带领孩子体验通过控制语音语调制造戏剧性的效果。因为奥兹在这一幕“只闻其声不见其人”，可以由多个孩子分担表演。
计划课时：2课时。 
 
===Act III ===

The witch’s place-The witch watches her crystal ball and speaks viciously. THE WICKED WITCH OF THE WEST My broomstick? Ha-ha-ha-ha---- The play is on!... (1) The witch summons the winged monkeys. THE WICKED WITCH OF THE WEST Go bring me the little girl and her dog! Be careful, don’t drop the ruby slippers! (1) The winged monkeys take her order and catch Dorothy with her dog. The other three shout and run after the monkeys but they cannot catch up with them. Back to the witch’s place- THE WICKED WITCH OF THE WEST Welcome! My little Dorothy. Nice to see you again. Dorothy trembles with fear, holding Toto tight. The witch stares at her ruby slippers- THE WICKED WITCH OF THE WEST Ah, ruby slippers…most beautiful- When the witch reaches out for the slippers, she falls back because the slippers have magic power. THE WICKED WITCH OF THE WEST Oh, I almost forgot… I cannot get those slippers as long as you are alive! The witch checks her crystal ball. THE WICKED WITCH OF THE WEST But before I kill you, I have to first finish with your little helpers. (2) The witch grabs Toto from Dorothy and sets it loose. The dog runs away quickly. THE WICKED WITCH OF THE WEST Yes, yes, go find the trouble makers and bring them here! Ha-ha-ha-ha--- Toto reaches the other three. They follow the dog to the witch’s castle, only to find they are trapped by the witch’s guards. THE THREE Oh, we are trapped! 
THE WICKED WITCH OF THE WEST Ha-ha-ha-ha--- Loyal friendship, so very touching. But I’m afraid friendship won’t save your life!! The witch lights her broom and tries to set the Scarecrow on fire. At this moment, Dorothy lift a bucket of water and throw it at the witch. The Witch screams as the water hits her --she screams and melts away – the Witch curses as she disappears, finally only her cloak and hat remain on the floor -- her voice fades away -- THE WICKED WITCH OF THE WEST Ohhh -- I'm melting! Melting! (3) Oh -- what a world -- what a world! Ohhhh! Ohhhhhh.... LEADER OF THE GUARDS She's....she's....dead! You've killed her! DOROTHY I -- I didn't mean to kill her....really I didn't! (4) The Four standing in front of the Winkies – the Leader turns to the others and speaks -- the Winkies kneel as they hail Dorothy -- LEADER OF THE GUARDS Hail to Dorothy! The Wicked Witch is dead! WINKIES Hail! Hail to Dorothy -- The Wicked Witch is dead! Language Points (1) Don't ...
(2) have to (3) present progressive (4) I didn’t mean to do … Note：这一幕由反派主导，数量众多的翼猴卫兵可以让更多孩子参与进来。坏巫婆的戏份较重，且孩子们多半不愿意出演反派，计划由教师客串。
计划课时：2课时 
 
===Act IV ===

The four go to see the wizard again, with the witch’s broomstick. OZ'S VOICE Why.......are you here? DOROTHY Please, sir. This is the broomstick of the Wicked Witch of the West. OZ'S VOICE Oh .... DOROTHY Yes, sir. Please keep your promise to us, sir. OZ'S VOICE Not so fast! Not.... so fast! I'll have to think for a while. (1) Go away and come back tomorrow! DOROTHY Tomorrow? Oh, but I want to go home now. (1) TIN MAN You've had enough time already! (1) LION Yeah! OZ'S VOICE Silence!...Do not make the great and powerful Oz angry! (1) DOROTHY If you were really great and powerful, you'd keep your promises! ------------------------保持悬念的分割线----------------------------
Dorothy pulls back the curtain to reveal three men at the controls of the throne apparatus -- their back to the audience. OZ'S VOICE How dare you!! I said -- come back tomorrow! Then the wizards find out that they are revealed; They look very ashamed. The others go forth to question them. DOROTHY Who are you? WIZARD A Well, we -- we – we are the Great and Powerful -- Wizard of Oz. DOROTHY You three? WIZARD B Uhhhh -- yes... DOROTHY I don't believe you! WIZARD C No, I'm afraid it's true. We are sorry. the Scarecrow and Lion speak angrily -- SCARECROW You humbugs! LION Yeah! WIZARD A Yes-s-s -- that...that's exactly so. We are humbugs! DOROTHY Oh .......you're very bad men! The Wizard reacts, speaks humbly -- WIZARD B Oh, no, my dear – We’re… we’re very good men. We’re just bad Wizards. SCARECROW You'd better be good enough to keep your promise! (2) WIZARD C Uh - now, please don't be angry with us. We’ll- we’ll do anything you say... ------------------------保持悬念的分割线----------------------------
WIZARD A Well, Scarecrow, you want a brain, right? There are many people we call great thinkers. (3) They have no more brains than you have.... But! They have one thing you haven't got! A diploma! The wizard awards the Scarecrow a diploma in a formal manner. The Wizard speaks to the lion WIZARD B Now, as for you, my fine friend -- You think simply because you run away from danger, you have no courage. You're confusing courage with wisdom. There are many people we call heroes. (3) They have no more courage than you have. But! They have one thing that you haven't got! A medal! The wizard awards the Lion a medal in a formal manner. The Wizard speaks to the Tin man WIZARD C As for you, my sentimental friend, it’s lucky not having a heart. TIN MAN But I still want one. WIZARD C OK -- .... there are many people we call… good-deed-doers. (3) They have hearts no bigger than yours. But! They have one thing you haven't got! A testimonial! The Wizard bends down and gets a heart-shaped watch from his black bag and presents it to the Tin Man in a formal manner. WIZARD C And remember, my friend....that a heart is not judged by how much you love, but by how much you are loved by others. (4) SCARECROW Hey -- what about Dorothy? (4) TIN MAN Yes -- how about Dorothy? (4) LION Yeah. WIZARD A Ah – let me see… 
------------------------保持悬念的分割线---------------------------- The Good Witch of the North appears in front of everyone THE GOOD WITCH OF THE NORTH Don’t worry my child. Look at your ruby slippers. They are magic. They can take you to anywhere you want!...But, are you ready to say goodbye to your friends? DOROTHY Oh, dear – I want to go home! But… it's -- it's going to be so hard to say goodbye. I love you all. Goodbye, Tin Man. Oh, don't cry. You'll rust again. Goodbye. Dorothy hugs everybody and says goodbye. THE GOOD WITCH OF THE NORTH Are you ready now? DOROTHY Yes. THE GOOD WITCH OF THE NORTH Then close your eyes, and tap your heels together three times. And think to yourself -- "There's no place like home; (5) there's no place like home; there's no place like home." DOROTHY There's no place like home. There's no place like home. There's no place like home. There's no place like home… Language Points (1) 复习 (2) you’d better … (3) There be (4) What about/how about
(5) There is no place like home Note: 这部分巫师的话有很多极富内涵，但语言相对较难，可以用中文来解释，并让学生讨论。比如“什么样的人算是有脑子的/有勇气的/心灵美好的？”巫师由原故事的一人变为三人，便于孩子分担语言难度。 
计划课时：4课时 THE END 
==Props==

故事引子所用图板
多萝西连衣裙、红鞋子
稻草人装扮
铁皮人装扮
狮子头饰
毛绒小狗
奥兹宫殿和宝座、窗帘、操作台
巫婆帽、扫帚、水晶球
翼猴装扮
文凭卷轴、勋章、心形钟
好巫婆装扮
道具制作计划课时：2课时
 
==Plans & Reflections ( 8 weeks )==

时间：2010年秋
学校：
[http://www.ygclub.org/wiki/index.php?doc-innerlink-OZ-Week-1 OZ-Week-1]
[http://www.ygclub.org/wiki/index.php?doc-innerlink-OZ-Week-2 OZ-Week-2]
[http://www.ygclub.org/wiki/index.php?doc-innerlink-OZ-Week-3 OZ-Week-3]
[http://www.ygclub.org/wiki/index.php?doc-innerlink-OZ-Week-4 OZ-Week-4]
[http://www.ygclub.org/wiki/index.php?doc-innerlink-OZ-Week-5 OZ-Week-5]
[http://www.ygclub.org/wiki/index.php?doc-innerlink-OZ-Week-6 OZ-Week-6]
[http://www.ygclub.org/wiki/index.php?doc-innerlink-OZ-Week-7 OZ-Week-7]
[http://www.ygclub.org/wiki/index.php?doc-innerlink-OZ-Week-8 OZ-Week-8] 附  [http://www.ygclub.org/wiki/index.php?doc-innerlink-%E7%BB%BF%E9%87%8E%E4%BB%99%E8%B8%AA%E7%AE%80%E5%8C%96%E7%89%88%E5%89%A7%E6%9C%AC 绿野仙踪简化版剧本]
 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-366.html 旧百科原始链接]

教学目标

2013-08-20T12:55:23Z

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==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-63.html 旧百科原始链接]

Who Are The People In Your Neighborhood?

2013-08-20T12:54:00Z

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==简介==
来自美国最长寿的儿童电视节目《芝麻街》（Sesame Street）的经典曲目，用动听上口的旋律，轻松诙谐的歌词向孩子们生动展现生活中各种不同的职业。该曲长度两分钟，除副歌和桥段不变，针对不同职业有多种版本。以下是我能搜集到的一些版本。 
 
==歌词==

 （Chorus） Oh, who are the people in your neighborhood? In your neighborhood? In your neighborhood? Say, who are the people in your neighborhood? The people that you meet each day Well, they're the people that you meet When you're walking down the street They're the people that you meet each day --------------------------------------------------- Oh, the POSTMAN always brings the mail Through rain or snow or sleet or hail I'll work and work the whole day through To get your letters safe to you Oh, a FIREMAN is brave it's said His engine is a shiny red If there's a fire anywhere about Well, I'll be sure to put it out --------------------------------------------------- A TEACHER works the whole day through To teach important things to you We’ll teach things you won’t forget Like numbers and the alphabet A NEWS DEALER is someone you need, If you want to get some stuff to read If you want a paper or a comic book Well my news stand is a place to look --------------------------------------------------- A GROCER sells the things you eat Like cereal, and cheese and meat Whatever food you’re looking for You’re sure to find it in my store (The grocer sells the things you eat Like bread and eggs, cheese and meat No matter what you're looking for You'll find it at the grocery store ) A DOCTOR works the whole day long To keep you feeling well and strong By any chance you’re feeling sick I’ll try to make you well real quick 
--------------------------------------------------- A DENTIST cares for all your teeth The top ones and the ones beneath So if you have an aching tooth He'll fix it quick, and that's the truth A BUS DRIVER works hard you know Take you where you want to go If by any chance you are going my way Well, I’ll see you on my bus one day (The bus driver drives fast or slow To take you where you want to go When you get in and pay your fare She will drive you anywhere ) 
--------------------------------------------------- White hat, sun glasses, bathing suit, whistle A LIFE GUARD works out in the sun, Watching over everyone At the ocean, at the beach, at the pool I see that safety is the rule A CARPENTER is very good When it comes to hammers, nails and wood If you want to build a house, or fix a chair Well a carpenter can help you there --------------------------------------------------- （more variations）
The BAKER is the one who makes Your bread and rolls and pies and cakes If you want something sweet to eat, go see The baker in the bakery A BARBER has a great big chair You sit in it, he cuts your hair He'll snip and clip and never rest Until your haircut looks its best The SHOEMAKER is always there To take care of the shoes you wear With his hammer, nails, and glue He'll fix your shoes as good as new The CLEANER is the one who knows How to clean and press your clothes He'll take a jacket, suit, or vest And clean it so you'll look your best The TRASH COLLECTOR works each day He'll always take your trash away He drives the biggest truck you've seen To keep the city streets all clean 
 
==多媒体==

Teacher and News Dealer http://www.sesamestreet.org/video_player?p_p_lifecycle=0&p_p_id=videoPlayer_WAR_sesameportlets4369&p_p_uid=7de92ad2-3c4c-435f-a542-07a1f1507c67&t=1251812158594& Grocer and Doctor http://www.sesamestreet.org/video_player?p_p_lifecycle=0&p_p_id=videoPlayer_WAR_sesameportlets4369&p_p_uid=e21a7adb-c88d-4714-98e6-0ce00997e5bd&t=1251812158594& Dentist and Bus Driver http://www.sesamestreet.org/video_player?p_p_lifecycle=0&p_p_id=videoPlayer_WAR_sesameportlets4369&p_p_uid=87b3ba04-155c-11dd-a62f-919b98326687&t=1251812158594& Life Guide and Carpenter http://www.sesamestreet.org/video_player?p_p_lifecycle=0&p_p_id=videoPlayer_WAR_sesameportlets4369&p_p_uid=a7068ed9-154e-11dd-8ea8-a3d2ac25b65b&t=1251812158594& 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-106.html 旧百科原始链接]

TPR

2013-08-20T12:53:57Z

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==简介==
[http://www.ygclub.org/wiki/index.php?doc-innerlink-%E5%85%A8%E8%BA%AB%E5%8F%8D%E5%BA%94%E6%B3%95 全身反应法]（total physical response）。是[http://www.ygclub.org/wiki/index.php?doc-innerlink-%E7%BE%8E%E5%9B%BD 美国][http://www.ygclub.org/wiki/index.php?doc-innerlink-%E5%8A%A0%E5%B7%9E%E5%9C%A3%E7%BA%A6%E7%91%9F%E5%A4%A7%E5%AD%A6 加州圣约瑟大学][http://www.ygclub.org/wiki/index.php?doc-innerlink-%E5%BF%83%E7%90%86%E5%AD%A6 心理学]教授詹姆士.阿歇尔(James Asher)于20世纪60年代提出的。这种方法倡导把语言和行为联系在一起，通过身体动作教授外语。
 
==详细情况==
 全身反应法（total physical response） 全身反应法（total physical response）。是美国加州圣约瑟大学心理学教授詹姆士.阿歇尔(James Asher)于20世纪60年代提出的。这种方法倡导把语言和行为联系在一起，通过身体动作教授外语。全身反应法他主要是根据大脑两半球的不同的功能，右脑主要是形象思维，左脑主要是逻辑思维，强调要在形象思维的基础上进行抽象思维的发展。因此它强调要在真正的情景里面来进行教学。根据学语言本身的规律，从小孩学语言的角度来看，首先是要学习听的能力，然后在这个基础上，逐步发展成说的能力，再发展成读和写的能力。Total physical response就强调首先培养学生听的能力，要大量听一段时间以后，听到一定的基础了，到小孩子愿意说了，就水到渠成地开始说了。这样学生说的不紧张，说的很自然，是要在熟了的基础上再来输出（production）。 主要特点： 1） [http://www.ygclub.org/wiki/index.php?doc-innerlink-%E5%90%AC%E5%8A%9B 听力]理解领先。首先培养学生的听力理解能力，然后再要求学生用口语表达。 2）  学生应通过身体对语言的反应动作来提高理解力。这种身体反应应该由教师用有计划的指令来控制。学生根据教师的指令做出相应的动作，从而感知并理解掌握语言。 3）  允许学生在预先做好准备的情况下发言。教师不强迫学生发言。 4）  教学应强调教学的意义而不是形式，这样可以降低学生的紧张情绪。 主要优点 1）  它能够一下子就抓住[http://www.ygclub.org/wiki/index.php?doc-innerlink-%E5%AD%A6%E7%94%9F 学生]的注意力，吸引学生参加活动，让他们在身临其境的实验体验中学习英语。教学的重点在于帮助学生理解英语、用英语交流，不在于纠正学生在学习过程中所犯的错误。这样做有利于帮助学生消除紧张心理，让学生在一个不用害怕挫败的环境中学习。 2）  它能够提供一个与实际生活紧密相连的学习环境，使学生在多种多样的活动中、在循环反复的练习中学会英语。 3）  协调学生的左、右脑，有助于学生的左脑发展以及语言学习的成效。学生通过听觉来吸收信息，是由左脑来完成的，而将这些信息用肢体动作表达出来是通过右脑来完成的。 4）  主张以句子为教学单位，整句学、整句用，重视语言内容和意义，有利于培养学生实际运用语言进行交际的能力。 主要缺点： 比较抽象的单词和句子很难用TPR来表述，教师在向学生解释一些抽象的事物的时候会比较困难。 总结：有经验的教师懂得，每个学生都是一个特殊的个体。就接受知识和学习知识的方式方法而论，他们各自有不同的优势和弱点。例如，在接受外部信息方面，有的学生使用听觉通道，学习效果较好，一听就懂。有的学生的视觉通道胜过听觉，凡事过目不忘。在表达方面，同样存在各种差异。所以，全身反应教学法重视包括视觉、听觉、触觉在内的多种感官在学习中的作用，是很有道理的。全身反应法很适合儿童英语教学，可以很容易的调动起儿童的学习积极性。配以适当的阅读训练，可以使孩子学习英语的兴趣和其水平并进。 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-65.html 旧百科原始链接]

TeachersChecklist

2013-08-20T12:53:54Z

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==背景==
本列表是教师课前准备和课后反思的自查工具，同时对试讲的评测提供了标准。分为教学和课堂管理两方面。其中包含一些实用技巧。 
==教学==

搭建背景 
□ 针对学生具体的特点和水平对教材进行合理的重新编排与选用。 
□ 搭建与学生已有知识的联系 
□ 搭建与之前学习内容的联系 
□ 组织进行与现实生活密切相连的练习活动（搭建与现实生活的联系）   
练习 / 应用   
□ 多种技能的综合训练（针对不同科目，可细化） 
□ 提供学以致用的实例 
□ 提供可以动手操作的材料和机会 
学习策略 （授人以渔） 
□ 用实例演示（而非直接给出提示） 
□ 提供逐步的、引导性的练习 
□ 提供需要学生独立完成的练习 
□ 利用提问引导学生进行更高层面的思考 
□ 给予学生运用学习策略的机会（比如科学地记笔记、绘制思维导图等） 
理解性的输入 
□ 给予清晰易懂的指令 
□ 运用肢体语言以帮助理解 
□ 运用多种手段帮助学生理解：示范、图片、图表等 
分组方式（协作学习） 
□ 全班活动 
□ 小组活动 
□ 两人协作 
□ 独立活动 
复习 / 评测  
□ 回顾关键的概念 
□ 授课中周期性地给学生提供反馈，帮助学生整理所学 
□ 多元化的评测方式    □ 进行性的评测（个体抽查、群组反馈）   
□ 学生作品、课堂表现   
□ 学生的进步   
□ 考试 
注：这一部分参考的是美国针对移民孩子英语水平有限的问题，为确保他们不在学科教育中掉队，特向全英文授课的老师提出的一些要求(Sheltered Instruction)。因为不是专门针对语言学习，而是所有科目的学习，我认为这些方法的普适性还是很强的。 
==课堂管理==
□ 创造有利学习的物理环境技巧：张贴学习相关的图片、海报、根据教学活动调整桌椅摆放 
□ 实施简明、积极的课堂规则技巧：授课之前，与全班一起，商议制订课堂适用的基本规则，规则应当明确、可执行、运用正面的语言，尽量避免使用“不能……不准……”，条目限制在5条以内。将最后的结果展示在班级醒目的位置。遇到违规情况可以及时指出，避免反复无效的口头纠正。 
□ 正确使用表扬技巧：公开地对班级整体进行表扬，私下对个人进行表扬，而不是相反。针对具体的事情给予明确的表扬，避免笼统的称赞。
□ 正确处理违规技巧：对于不守规则的行为，不要占用教学时间对学生进行批评教育，最好简单明确地表示你对这种行为的失望，或者使用学生曾经的良好表现进行鼓励。 
□ 因材施教 
      □ 视觉学习者   技巧：大多数学习者属于这一类型。因此，彩色图片、投影仪、视频等视觉材料并非“锦上添花”，而是跟老师的讲解同样不可缺少。同时也需要精心的安排，否则多余的视觉信息很容易对学习者带来干扰。       □ 听觉学习者   技巧：利用歌谣歌曲、大声重复、复述、讨论等       □ 动作学习者   技巧：提供动手操作的活动       □ 总有一些小的捣乱行为的学生   技巧：   只在他偶尔表现良好的时候给予极大的关注和鼓励，不要在他捣蛋的时候给予过多的关注。   □ 完成任务较慢的学生   技巧：   从未完成的作业中也能看出学生的掌握情况。   为任务设定时间，变成比赛。   一帮一。   提供安静的空间，让学生独立完成任务。   □ 总是希求帮助的学生   技巧：   首先明确学生是否对任务要求完全理解。   确保该生已经明确任务后，让他来向全班同学讲解任务。   安排坐在老师旁边有不明白随时提问。    
□ 总是提前完成任务的学生    技巧：    仔细考查原因：是任务对学生太容易还是学生做事太草率？    为学有余力的学生准备额外的活动，或者扩展阅读的机会。    □ 表现淡漠的学生    技巧：    教师首先要表示认可他们的能力，让他们知道他们在班级里很重要。    表现出对他们的重视和兴趣，遇到肯定能成功的任务首先让他们来做，并在不让他们感到尴尬的范围内尽可能多地咨询他们的意见。    □ 总是抢答问题的学生    技巧：    改变传统的问答模式：老师提问后，强制要求一段安静的思考时间，然后允许学生互相交换意见。    □ 喜欢交头接耳的学生    技巧：    这样的学生往往需要交谈来处理信息和加深记忆，可多提供小组讨论的机会；如有必要，将总讲话的学生分开，但需注意使用正面的暗示，不要像是惩罚。比如“这里是你的私人办公室，你可以安静地思考问题，我不想让别人打扰到你。”
□ 降低焦虑 技巧：热身活动；每一次单独抽问，都要给学生留出充分的思考时间，甚至允许学生先讨论再回答。和学生一起面对错误，让学生感到老师也是普通人。课前课下与学生多沟通。 

 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-350.html 旧百科原始链接]

OZ-Week-4

2013-08-20T12:53:47Z

乌云盖饭：Importing text file

==教案==
 23.10.2010 振华，五年级，话剧
<DIV>紫苏+小黑小红 1 Warming Up Music--Over the Rainbow etc. 2 Foucused Teaching Based on the Drama Act Ⅱ (1) come/step forward, silence, quiet →freeze 警察用语 Act it out! (2) Who are you? 复习四个主人公的个性特征： Dorothy-I’m small and meek/my uncle is Henry and my aunt is Em/I have a little dog, and his name is Toto/I killed the wicked witch of the East/I hope the Wizard can send me back home… Scarecrow-I’m full of straw/I don’t have a brain/I hope the Wizard could give me a brain… Tin Man-I’m rusted and I can’t move/My chest is empty/I have no heart/I wish the Wizard could give me a heart…… Lion-I don’t have any courage/I even scare myself/I’m a coward/I hope the Wizard can give me some courage…… 注：复习内容可适当增加 3 Practice&Game:  准备工作：分组用的小纸片约16张（上次有16人来上课，纸片张数可适当调整）--8张小爱心、8张小太阳；角色图片（剧本角色已有图片，剧本外角色图片需提前打印） 课堂准备-老师事先准备好分别画有小爱心H组和小太阳S组的小纸片各8张，分给小朋友们，分成两个小组来进行游戏。 规则描述-把角色图片（各约5张，其中两张剧本内角色）分别发给两组，由助教老师带领分开练习描述人物；练习完后，返还角色图片，准备开始正式游戏。向一组出示图片，由其描述角色特征（鼓励小朋友们加上自己对角色的合理的理解和解读），但不可直接给出角色身份；另一组猜角色身份（若不知角色英文名，中文也可，不过只限于剧本外角色）。若猜对，猜对的一组加两分，描述的一组加一分；若没猜对，均不加分。得分多的一组获胜，失败一组接受小惩罚。 Example：H-Who are you?           S-Today I’m going to give a lesson at Zhen Hua.           ……           H-Are you Xiaoheixiaohong?           S-Bingo! 供描述的角色：剧本中的四个主角Dorothy， Scarecrow， Tin Man， Lion In addition: Grey Wolf- chase after sheep/like eating sheep/kind to my wife Pinocchio- lie a lot/a long nose/have a kind Papa The Little Mermaid-no feet/live in the ocean/fall in love with a Prince Little Red Cap-going to visit my Grandma/meet a wolf on the road Cinderella-Mum dead/Papa married again/New mum（stepmother） unkind to me/new sisters/precious glass shoes Spiderman-bitten by a spider/super power/always help others Mickey Mouse-my friend Donald Duck/Minnie my girlfriend （关于剧本外角色均会在图片上给出以上描述提示，助教老师需要带领小朋友来练习描述人物） 游戏总结：目的-加深对剧本人物印象；根据所获取的信息，学会自由地描述/猜人物。失败的小组接受绕口令练习。 Tongue Twister Example： I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.  </DIV>
<DIV>4 Lines in Act Ⅱ learning (1) want to→want sb to do sth Examples (given by the teacher); sentences (made by the students) Eg: Dorothy wants to… 注：可问小朋友们“What do you want to do in the future?”/”What’s your dream?”etc. (2) powerful 扩展相关词汇：strong-weak; large>big-small; meek etc. (3) dare 胆敢—afraid (4) ask for (eg. help) Eg. Scarecrow asks for… (5) Your Honor! Your Excellency! (6) Enough too little/few; too much/many; enough (7) Must 与can对比 返回 [http://www.ygclub.org/wiki/index.php?doc-innerlink-%E7%BB%BF%E9%87%8E%E4%BB%99%E8%B8%AA%E5%9B%9B%E5%B9%95%E5%89%A7%E6%9C%AC%E6%95%99%E6%A1%88 绿野仙踪四幕剧本教案] </DIV> 
==总结==
 （上完课后的总结放在此处） 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-393.html 旧百科原始链接]

OZ-Week-2

2013-08-20T12:53:46Z

乌云盖饭：Importing text file

==教案==
一、基本信息 备课人: jeccili Email/MSN: jeccili@hotmail.com 上课日期:待定 上课时长:待定 上课人数:待定 二、授课信息 I. 教学重点： 1. 复习第一幕第一部分（Scarecrow） 2. 重点表演第一幕第二部分（Tin Man） 3. 英语剧表演基本技巧 II. 课前准备 1. 与Section I, Act I老师联系通知学生第二次课带Scarecrow部分剧本 2. The Wizard of Oz第一幕第二部分/第一部分剧本打印（份数待定。是否课程采用统一剧本） 3. Scarecrow与Tin man服装（尽量借到） 4. 让助教老师熟悉课程内容；安排在中朗诵台词的助教 5. 打印Game1所需要的图片 III. 课程内容 【第一堂课】 1. Self-introduction; Greetings(3’) 2. Class introduction(5’) *My experience with seeing The Phantom of the Opera in Broadway: The importance of EXAGGERATION in play-acting 3. Review of Section I, Act I(15’) 4. Words-go-through(10’) *tin-man; H-H-H-el---p; rust; move; oil can; *Ask a student who knows the meaning of the word keeps its meaning a secret from other classmates and acts out how the organ works(instead of pointing to the organ itself):joint; elbow; brain; heart; (bang;) chest; *Wizard; traveler; forest 5. 剧本内容梳理(17’直至下课) *第一部分剧情梳理至“（Dorothy）We are happy to help. I’m Dorothy and this is Scarecrow.”为止 Dorothy and Scarecrow run into a Tin-man DOROTHY Look, a tin-man! TIN MAN H-H-H-el---p! DOROTHY What’s the matter? SCARECROW Oh, he is rusted! He can’t move! (7) DOROTHY Don’t worry, we will help you! (Dorothy picks up the oil can) Dorothy and Scarecrow help oil the Tin man until he can move his joints. TIN MAN Please oil my arms, and my elbows…my legs and my knees…(8) Oh, thank you so much!! DOROTHY We are happy to help. I’m Dorothy and this is Scarecrow. (9) *<1>Speaking practice *<1.1>(需要助教老师的提前准备与协助)选择比较晦涩的经典台词，让助教用声响、音调与面部表情的变化（适当肢体动作）表现台词内容。 Lines: 见附录一 Questions: What might be the contents of the lines? How does the hero/heroine feel when he/she says this? 目标：让同学们了解台词内容本身固然重要，但对于话剧表演演员往往需要放开（甚至运用极端夸张的方式）表现他所说的内容。 <1.2> More practice with the lines we have gone through. e.g. (Surprised)Look, a tin-man! (Desperately)H-H-H-el---p! (Screaming, trying to explain)Oh, he is rusted! He can’t move! (7) (Comforting) Don’t worry, we will help you! (Dorothy picks up the oil can) (Begging)Please oil my arms, and my elbows…my legs and my knees…(8) Oh, thank you so much!! 【第二堂课】 6. 剧本内容梳理(续)(25’) *第二部分剧情梳理至“（Tin man）Yes, maybe!” TIN MAN Oh, nice to meet you Dorothy and Scarecrow. I’m Tin Man. Where are you going? DOROTHY We are going to see the Wizard of Oz. (4) He’ll help me get back home. (4) SCARECROW And he will give me some brains. (4) (6) TIN MAN Oh, that’s wonderful! I wish he could give me a heart! (6) Look, (bangs on his chest), It’s empty! I don’t have a heart! (crying) (3) TIN MAN Yes, maybe! *<2>Acting practice Game1: The photograph In this activity it is important for the students to communicate non-verbally. In groups of five, the students need to form a photograph of a scene. One by one they assume the position needed to frame the photo. Situations could include a wedding, WW II, graduation, the dentist's office, an alien invasion, or an MTV video. *<2.1>Pictures we have: 见附录二 *<2.2> Replay: Ask about half the students in class to act out the following situation: TIN MAN Oh, (delightfully) that’s wonderful! I wish he could give me a heart! (6) Look, (bangs on his chest), It’s empty! I don’t have a heart! (crying) (3) *第三部分剧情较快速带过 SCARECROW & DOROTHY & TIN MAN(sing) We are off to see the Wizard; the wonderful wizard of OZ! We are off to see the Wizard; the wonderful wizard of OZ! The three travellers enter a forest. 7. Acting out(20’) 8. Introduction DOROTHY I don't like this forest! It's -- it's dark and creepy! They run into a lion sitting by a rock crying. When they sees the lion they all scream and run away, but only to find the lion is doing the same. Then both parties sneak up from hidden places. TIN MAN D-d-d-don't be fr-fr-frightened. I’v-v-v an a-a-a-x. 附录一： 1. I’m the new queen. I’m very beautiful, you see. If anyone is more beautiful than me, I’ll kill her. I have a magic mirror. If I want to know something, it will tell me. Now, mirror, mirror, come here!-(the queen)Snow White 2. Make room, and let him stand before our face. Shylock, the world thinks, and I think so too, That thou but lead'st this fashion of thy malice To the last hour of act; and then 'tis thought Thou'lt show thy mercy and remorse more strange Than is thy strange apparent cruelty; And where thou now exact'st the penalty, Which is a pound of this poor merchant's flesh, Thou wilt not only loose the forfeiture, But, touch'd with human gentleness and love, Forgive a moiety of the principal; Glancing an eye of pity on his losses, That have of late so huddled on his back, Enow to press a royal merchant down And pluck commiseration of his state From brassy bosoms and rough hearts of flint, From stubborn Turks and Tartars, never train'd To offices of tender courtesy. We all expect a gentle answer, Jew.-( Duke the judge)The Merchant of Venice 3. To be, or not to be: that is the question: Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them? To die: to sleep; No more; and by a sleep to say we end The heart-ache and the thousand natural shocks That flesh is heir to, 'tis a consummation Devoutly to be wish'd. To die, to sleep; To sleep: perchance to dream: ay, there's the rub; For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause: there's the respect That makes calamity of so long life; For who would bear the whips and scorns of time, The oppressor's wrong, the proud man's contumely, The pangs of despised love, the law's delay, The insolence of office and the spurns That patient merit of the unworthy takes, When he himself might his quietus make With a bare bodkin? who would fardels bear, To grunt and sweat under a weary life, But that the dread of something after death, The undiscover'd country from whose bourn No traveller returns, puzzles the will And makes us rather bear those ills we have Than fly to others that we know not of? Thus conscience does make cowards of us all; And thus the native hue of resolution Is sicklied o'er with the pale cast of thought, And enterprises of great pith and moment With this regard their currents turn awry, And lose the name of action. - Soft you now! The fair Ophelia! Nymph, in thy orisons Be all my sins remember'd.-(Hamlet)Hamlet 附录二： 1. Sing in the Rain 2. War 3. fairies 4. 忠字舞 
返回 [http://www.ygclub.org/wiki/index.php?doc-innerlink-%E7%BB%BF%E9%87%8E%E4%BB%99%E8%B8%AA%E5%9B%9B%E5%B9%95%E5%89%A7%E6%9C%AC%E6%95%99%E6%A1%88 绿野仙踪四幕剧本教案] 
==总结==
（上完课后的总结放在此处） 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-391.html 旧百科原始链接]

OZ-Week-3

2013-08-20T12:53:46Z

乌云盖饭：Importing text file

==教案 ==
提纲：
1.复习前两堂课故事内容及重点词汇
2.讲解第三幕内容
3.讲解知识点
4.排练表演 
 
===第一堂课===

 1. Intro(10')
1.1 讲解本节课游戏规则：根据课堂设置的游戏环节进行分组计分，分数最高的一组得到四个人物的图片。
1.2  让小朋友根据记忆讲述前两幕情节 2. Review(20')
根据情节列出与人物相关关键词及台词：
DOROTHY：1）Which way should we go?
                    2) Maybe the great Wizard of Oz can give you some brains. 
                    3) Let me help you.
                    4) get back home
 SCARECROW : 1)My head is full of straw. I don't have a brain.
                        2) This/that way is very nice.
TIN-MAN:1）can not move.
                2)  I don't have a heart.               
                3)  joints, arms, elbow, knees, legs
练习句型：
1）I'm Dorothy and this is Scarecrow.
2)  Which way should we go ?
3)  I have/ I don't have
学习身体部位：head, eyes, mouth, nose, neck, arms, legs, knees, elbows, joints, feet,fingers(forearm)
Game 1:快速反应。教师指哪里学生说出单词。
*Game 2: 单词接龙。                         3. New Act（20’）
LION Oh please, don’t hit me! I won’t hurt you! 
讲解1：hit 打，hurt 伤害 DOROTHY Why… why are you so scared of us? Aren’t you a lion? 
讲解2：I'm scared of...造句
dark, beast, worm, insect, lighting, LION Yes, I am a lion, but I don’t have any courage! (3) I even scare myself! (crying) SCARECROW Oh, that's too bad. Do you think the Wizard could help him, too? DOROTHY Yes. Why don't you come along with us? Maybe the great Wizard of Oz can give you courage. (5) (6) LION Gee, that's -- that's so nice of you. (10) Let’s go! 
讲解3：that's so nice of you!表示感谢 SCARECROW & DOROTHY & TIN MAN & LION (sing) We are off to see the Wizard; the wonderful wizard of OZ! We are off to see the Wizard; the wonderful wizard of OZ! 
狮子关键词：1）I don’t have any courage! 
                     2）scared
                     3)  that's so nice of you. 
 
===第二堂课===
 1. 游戏：根据老师说出的关键词或表演，说出是哪个人物。（10‘） 2. Practise(15') 3. Act out( 20') 返回 [http://www.ygclub.org/wiki/index.php?doc-innerlink-%E7%BB%BF%E9%87%8E%E4%BB%99%E8%B8%AA%E5%9B%9B%E5%B9%95%E5%89%A7%E6%9C%AC%E6%95%99%E6%A1%88 绿野仙踪四幕剧本教案] 
==总结==
 （上完课后的总结放在此处） 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-392.html 旧百科原始链接]

OZ-Week-1

2013-08-20T12:53:45Z

乌云盖饭：Importing text file

==教案==
 
===第一堂课===

 1. 师生互相问候，认识，老师介绍戏剧课程的宗旨和教学内容。[10'] 2. Intro [30'] 2.1 使用纸偶，用中英文间杂的方式讲述引子部分，引入关键词（Dorothy, uncle, aunt, Toto, cyclone, house, wicked witch, slippers, wizard） 
讲到家庭成员时，引入Family Tree的概念，尝试让一两个小朋友来介绍（若时间不够，可考虑下次课进行）；
cyclone日常我们也会说typhoon和hurricane；
 2.2 拍词游戏（重点练习Dorothy, uncle, aunt, house, witch, wizard, slippers）：老师说出一个关键词，学生拍击正确的图片，熟悉过后，可以让学生来充当小老师 
用英语（适当夹杂中文）解释单词或描述场景，是小朋友们能够击中对的词（此环节建议分两组比赛进行）；
 2.3 老师将纸偶和图片发给学生，然后用全英文讲述引子，要求学生在听到关键词时举起自己的纸偶或图片 
这一环节举牌子的任务由上一环节小败得那一组小朋友来完成，再次加深印象；
 2.4 老师用全英文讲述一遍引子，用英文提问，要求学生用关键词作答。如 Who kills the wicked witch? What does the good witch give Dorothy? 3. 引起悬念：Dorothy遇到了一个十字路口，她该走哪一条路呢？
 
===第二堂课===

 1. 提问：如果你迷路了，该如何问路呢？扩展学习： “which way should I go?” “How can I get to ...” [5'] 
1).问路的几种表示方法： Where is ……? How can I get to ……? Do you know the way to ……？ Excuse me, but can you tell me the way to……?    Excuse me, would you like to tell me the way to……? 
Is ……far from here? 
Is there …… nearby？  （I wonder where …… is. I wonder the way to……. ） 2).回答别人问路的表示方法： Go straight. Turn left. Turn right.
【时间多且小朋友们学有余力的话，后备补充
a. Go along the street （until you come to ……）
b. Turn right / left （at the second crossing）.  c. Take a number 374 bus, and get off at ……  d. It's in the corner (of ……)】 2. Act I, Section 1, Part 1 [15'] DOROTHY Which way should we go? (1) SCARECROW That way is a very nice way. DOROTHY Oh, thank you very much, Scarecrow! SCARECROW And that way is very nice, too. DOROTHY Oh no, which way should we go? 2.1 老师纸偶表演 2.2 扩展学习：如何指路（go straight, turn left, turn right） 2.3 游戏：蒙眼走迷宫（被蒙上眼睛的学生根据其他学生的指令在教室中走动，或者用手指在黑板上“行走”）
场景设置：某学生7：59从家出发到学校，只有在8：00前到学校才不算迟到；事先准备好路线图，张贴在黑板上，让一个小朋友上来用粉笔画路线，其他同学发出口令。1分钟内完成，给予奖励（还没想好咋奖励）；
若时间允许，可准备一次升级版的走迷宫，多次运用到一些指路的口令；
 3. Act I, Section 1, Part 2 [15'] DOROTHY Oh no, which way should we go? SCARECROW I’m afraid I cannot help you, Dorothy. You see, my head is full of straw. (2) I don’t have a brain. (3) 3.1 老师纸偶表演 3.2 提问：Scarecrow为什么不知道路？扩展学习：have, doesn't have 3.3 游戏：猜宝贝（向学生呈现5~6种文具，选出一名学生作为“猜宝人”使其背对班级，然后将文具分发到几名学生手中，并拿出一种文具作为“宝物”由老师保管。猜宝的学生需要挨个询问“Do you have the treasure?” 被问到的学生则回答：“No, I don't. But I have a ...” 猜宝的学生通过对这些回答的分析找出宝物） 4. Act I, Section 1, Part 3 [5'] DOROTHY Oh, I’m going to see the great Wizard of Oz. (4) Maybe he can give you some brains. (5) (6) (7) SCARECROW Why, that would be great! Let’s go together!...Oh, but …(Scarecrow looks around and remembers that he is tied to the pole and cannot move) DOROTHY Oh, let me help you! (Dorothy helps Scarecrow to get down) DOROTHY Now let’s go! SCARECROW & DOROTHY (skip and sing, arm in arm) We are off to see the Wizard; the wonderful wizard of OZ! We are off to see the Wizard; the wonderful wizard of OZ! 4.1 老师纸偶表演 4.2 提问：Dorothy和Scarecrow要去哪里？ 4.3 齐唱：We are off to see the Wizard; the wonderful wizard of OZ! 5. 复习 Act I, Section 1[5'] 老师利用纸偶表演，遇到重点句时引导学生来说。 返回 [http://www.ygclub.org/wiki/index.php?doc-innerlink-%E7%BB%BF%E9%87%8E%E4%BB%99%E8%B8%AA%E5%9B%9B%E5%B9%95%E5%89%A7%E6%9C%AC%E6%95%99%E6%A1%88 绿野仙踪四幕剧本教案]  
==总结==

  
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-386.html 旧百科原始链接]

Fuzzy And Blue (And Orange)

2013-08-20T12:53:43Z

乌云盖饭：Importing text file

==简介==

入选 Sesame Street “Platinum All-Time Favorites” 的一首经典曲目，古怪的毛绒怪物们随着百老汇风格的优雅曲调，载歌载舞地表达着自信。歌词简单、重复，适合ESL教学，不过旋律的婉转有些难度。
<DIV class="img img_r" style="WIDTH: 140px">[http://www.ygclub.org/wiki/uploads/200909/12541894156hyg7uI1.jpg http://www.ygclub.org/wiki/uploads/200909/12541894156hyg7uI1_140.jpg]Fuzzy & Blue_ Grover and Cookie Monster</DIV>
 
==歌词==

(Grover) Fuzzy and blue That's me, I'm fuzzy and blue It's just the way that I grew Love being fuzzy and blue I do! I'm fuzzy and blue You see I'm fuzzy and blue Yeah, me I'm happy to be So fuzzy and blue (Herry Monster) Me too! I'm fuzzy and blue I'm oh so fuzzy and blue No other color will do Not when I'm beautifully blue (Grover) It's true He's fuzzy and blue (Herry Monster) All over (Grover) Fuzzy and blue (Herry Monster) Like Grover (Grover and Herry Monster) Look at us two We're fuzzy and blue Fuzzy and blue (Herry Monster) I'm blue (Grover) I'm fuzzy (Grover and Herry Monster) Fuzzy and blue (Grover) I'm blue (Herry Monster) He's fuzzy (Grover and Herry Monster) How do you do? We're fuzzy and blue (Cookie Monster) Yoo-hoo! Fuzzy and blue, me said me fuzzy and blue From head to bottom of shoe That right, me fuzzy and blue (Grover, Herry Monster and Cookie Monster) Me too! We're fuzzy and blue Yippee, we're fuzzy and blue We three, oh, don't you wish you were fuzzy and blue? Frazzle: {grumbling} Grover: [Frazzle, you are not fuzzy and blue You are fuzzy and orange] Frazzle: {grumbling} Grover: [All right, all right; just thought I'd mention it Hit it boys!] (All) Fuzzy and blue (and orange) We all are fuzzy and blue (and orange) Love bein' fuzzy and blue (and orange) Whatever we do ... (Herry Monster) Is everybody fuzzy? (All) Fuzzy and blue We're fuzzy and blue. 
 
==语言点讲解==

a. fuzzy: If something is fuzzy, it is covered with soft, fine hair or fur. We can say a cat is fuzzy, or a toy bear is fuzzy. 
b. "It's just the way that I grew.": Everyday we are growing. You are growing bigger and stronger and smarter. It is the way that you grow. But for the muppets, they have grown to be fuzzy and blue. So he said, "it's just the way that I grew." Is he happy to be like this? ... Yes, because he said, "Love being fuzzy and blue, I do! " 
c. "Love being fuzzy and blue, I do! " When you put a "do" before the verb in a sentence, you are expressing a very strong emotion. For example. I love ice cream. I do love ice cream! I love English. I do love English. Grover said, "I do love being fuzzy and blue!" He also said, "Yeah, me I'm happy to be", which means "I'm happy to be me." Read after me: I'm happy to be me.
d. "No other color will do": If something will do, it will work, it will be OK, and it will be useful. If something will NOT do, it will not work, will not be OK, will not be useful. When Herry Monster sings, "no other color will do", what is other color? Herry Monster is blue and he loves being blue, not red, not yellow, not green, but blue. So he thinks, red will not do, yellow will not do. No other color will do. What color will do? (Blue)
e. "me said me fuzzy and blue": This sentence is not correct, it is a baby talk. What should we say in a correct way? ...I said I am fuzzy and blue.
f. "From head to bottom of shoe":  Where is your head? Point to your head. Where is the bottom of your shoe? Show me the bottom of your shoe!
g. "That right, me fuzzy and blue " Look at this sentence, there is a mistake in it. Can you find it out? (That's right)
h. "We're fuzzy and blue": When Grover sings alone, he sings "I am fuzzy and blue." But when he and his friends sing together, they sing "we are fuzzy and blue." 
i. "don't you wish you were fuzzy and blue?" When you wish to be someone, or something right now, though you know it is impossible, you can say "I wish I were..." For example, if you are very late, and the teacher is very angry, every other student is looking at you. You might say,"Oh, I wish I were invisible." Or "I wish I were a bird so that I can fly very fast." 
j. "don't you...": We often ask questions like "do you..." but why it is "don't you" here? When you ask "do you", or "are you", or "will you", you are actually asking a questioin. You don't know what the person you ask will say. She might say yes or no. However, when you ask "don't you", or "aren't you" or "won't you", it means you are very sure that the person you ask will answer "yes".  For example, if you are going to the zoo, and you know your little sister will love to come with you, you can say "won't you come with me?", because you know she will definitely say "yes!" Or if you meet two classmates who look very much like each other, you may ask "aren't you twins?", because you know they are very likely to answer "yes." Or if one of your friends loves ice cream very much, and you happen to have one, you might say "don't you want some?" because you know he will say "yes!"
 
==语音（Phonics）==

a. Finding the rhyming words in the song. If two words rhyme, they end with the same sound. (blue, grew, do, too, shoe, two)
b. Practicing rhyming with other color words: What rhymes with yellow? (low, go, no, toe, so ) What rhymes with red? (bed, head, Ted, said)
c. "oo" sound: too, zoo, cool, school, pool, food, room, broom, zoo, moo, moon, rooster, tooth, noodle (注意区别：look, good, foot, cook, book)
 
==
多媒体==

Fuzzy And Blue (And Orange)
http://www.sesamestreet.org/video_player?p_p_lifecycle=0&p_p_id=videoPlayer_WAR_sesameportlets4369&p_p_uid=5cdc3994-1556-11dd-8211-118ee0e6e3e7&t=1253852993537 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-102.html 旧百科原始链接]

Cinderella自编自演4课时教案

2013-08-20T12:53:40Z

乌云盖饭：Importing text file

==背景==

受jeccili启发，经过平西府的课堂实践，发现灰姑娘这一主题对于初中孩子仍旧具有吸引力。在以戏剧为核心的课堂，学生们的注意力水平，参与度都有明显提升。因此设计了4~5课时量的教案供阳光英语教师参考。
 
==教学目标==

1．通过自主改编及表演熟悉的童话故事（灰姑娘），帮助学生掌握高频英文词句，增强表达自信。 2．关键词汇群：story (character, act, screenwriter); house (living room, bedroom, kitchen, toilet); housework (clean, cook, wash, tidy up ); vegetables (pumpkin, winter melon, cabbage, lettuce, onion, garlic, chili pepper, carrot, lotus roots, bamboo shoots, ) clothes (hat, dress, shoes, high-heels, necklace, ring); 3．关键句型和语法： 1）如何礼貌表达请求Would you…? / Could you…? / Would you like to…? Would you mind …? Would you mind if I …? May I …? 2）被动语态 3）名词复数的不规则变化 4）形容词最高级 the most 5）关于试装：it’s too…; it fits; how do I look; how about …? 
 
==课时==

4~5课时
 
==参考教案==
【1st Class】
1． warm up （5’） 2．带孩子们回顾Cinderella故事里的人物，并自己来设计戏剧的场幕。（5’） 3．引导孩子们自己来设计每一幕的剧本（以下简称编剧）(10’) （参考剧本）ACT I AT HOME Sister A: Cinderella, clean the kitchen! Cinderella: Yes! Sister B: Cinderella, cook the meat! Cinderella: OK. Step mother: Cinderella! Cinderella! Wash the clothes! Cinderella: I’m coming! 4．表演 (5’) 5．语法引入：像灰姑娘的后妈和两个姐姐这样说话是非常粗鲁的，那么我们该如何礼貌地向别人提出要求呢？(20’) Would you…? / Could you…? / Would you like to…? • Would you please bring your library books back today? • Could you join us on Saturday? We are having a barbecue. • Would you like to join us on Saturday?  • Do you want to join us on Saturday? Would you mind…? • Would you mind locking the door when you leave? ~ No, not at all! • Could you please lock the door when you leave? ~ Yes, certainly! • Would you mind helping me with my homework? • Would you mind me/my opening the window? Can I / could I / may I / might I • Can I ask you a favor? ~ Of course you can. • Could I have another cup of coffee? ~ I don't think you should. You won't sleep tonight if you do. • May I dance with you? • I wonder if I might leave work a bit earlier today? I've got a doctor's appointment. • Would it be OK if I left work a bit earlier today? I've got to take our cat to the vet. 【2nd class】 1. 编剧（10’） （参考剧本）ACT II THE INVITATION Sister A: Look, an invitation from the king! Sister B: We are invited to the ball at the Palace！ Step Mother: Cinderella, come help your sisters get dressed! Cinderella: OK…can I go to the ball, too? Sisters A: You? Look at you! You don’t even have a dress! 2.  词汇梳理和扩展-服装相关词汇(10’) hat, dress, shoes, high-heels, necklace, ring, etc
3．语法引入：被动语态（15’） 1) 主动句变被动句练习 He is taught by Mr. Lee. -- Mr. Lee teaches him. invite, hit, tell, find, buy, make, take, steal, catch 2）动作施加者不出现的被动句 We are invited to the ball. Smoking is not allowed here. 4. 连贯表演两场戏（10’） 【3rd class】 1..warm up (5’) 2. 编剧 (10’) （参考剧本）ACT III THE FAIRY Fairy: Don’t cry Cinderella, I’ll help you. Cinderella: Who are you? Fairy: I’m your Fairy Godmother. Now go to the the garden and find a nice, big pumpkin. I’ll turn it into your coach. And I’ll turn these mice into horses. And your cat will be your footman. ABRACADABRA! Cinderella: Wow! Fairy: Now it’s time to dress up. ABRACADABRA! Cinderella: Wow, my dress! Fairy: You will be the most beautiful girl in the ball. But remember, you must come back before the midnight. Cinderella: Thank you so much, godmother! 3. 词汇梳理和扩展-蔬菜相关词汇（15’）
pumpkin, winter melon, cabbage, lettuce, onion, garlic, chili pepper, carrot, lotus roots, bamboo shoots,etc
想象力游戏：如果南瓜可以变成马车，那么萝卜可以变成什么？复习被动语态：made of …
 （下图是艺术家桔多淇用蔬菜再现的名画作品）
<DIV style="WIDTH: 140px" class="img img_l">[http://www.ygclub.org/wiki/uploads/201005/1275057184ZNHvXJPo.jpg http://www.ygclub.org/wiki/uploads/201005/1275057184ZNHvXJPo_140.jpg]维纳斯的诞生</DIV>
<DIV style="WIDTH: 140px" class="img img_l">[http://www.ygclub.org/wiki/uploads/201005/1275057221ODnLi34D.jpg http://www.ygclub.org/wiki/uploads/201005/1275057221ODnLi34D_140.jpg]蔬菜维纳斯的诞生</DIV>
更多作品请见 [http://www.parisbeijingphotogallery.com/main/cn/juduoqiworks.asp http://www.parisbeijingphotogallery.com/main/cn/juduoqiworks.asp]
4. 复数的不规则变化(10’) mouse wife, thief tooth, radio, potato 5. 表演（5’） 【4th class】 1. 编剧 (10’) ACT IX THE BALL 
[http://www.ygclub.org/wiki/doc-view-309 （参考剧本）http://www.ygclub.org/wiki/doc-view-309]
（参考剧本）Minister: Ladies and gentlemen, welcome to the royal ball! Tonight, our prince will select the most beautiful woman to be his queen. King: My son, do you have anyone in mind? Prince: No. I don’t like anyone of them. Cinderella entered. Prince: May I dance with you? Cinderella: I’d love to. The clock struck. Cinderella: Oh, no. It’s almost midnight! Sorry, but I have to leave. Prince: Wait! My pretty princess, wait! Prince: Take this shoe to every house and let every girl try it on. Minister: Yes, your highness. 2. 语法引入：最高级 the most …(5’) 4. 编剧（10’） （参考剧本）ACT X THE SHOE Sister A: Oh, it’s too short! Sister B: No, it’s too tight! Minister: Are there any other girls in this house? Step Mother: No, there aren’t. Cinderella: Can I try it on? Minister: Of course, please. Minister: Ah, it fits perfectly! 5. 词汇梳理和扩展-试装的常用词汇和句型（10’） long, short, tight, loose It fits. How do I look? How about this one? 6. 表演（10’） 
==教具==

本教案设计理念是让学生感受自己做“编剧”的乐趣，通过自己设计情节和对话来实际操练英语能力，表演的效果倒变成其次。能有辅助道具当然最好，如果没有也不会影响教学效果。
 
==扩展阅读==
网上广为流传的一篇文章，正好切题遂收藏在此，每看一次还是要感动一次。
美国老师是如何讲《灰姑娘》的 
上课铃响了，孩子们跑进教室，这节课老师要讲的是《灰姑娘》的故事。 老师先请一个孩子上台给同学讲一讲这个故事。 孩子很快讲完了，老师对他表示了感谢，然后开始向全班提问。 1. 最喜欢谁和最不喜欢谁 老师：你们喜欢故事里面的哪一个？不喜欢哪一个？为什么？ 学生：喜欢辛黛瑞拉（灰姑娘），还有王子，不喜欢她的后妈和后妈带来的姐姐。辛黛瑞拉善良、可爱、漂亮。后妈和姐姐对辛黛瑞拉不好。 2. 一定要做一个守时的人 　 老师：如果在午夜12点的时候，辛黛瑞拉没有来得及跳上她的南瓜马车，你们想一想，可能会出现什么情况？ 学生：辛黛瑞拉会变成原来脏脏的样子，穿着破旧的衣服。哎呀，那就惨啦。 老师：所以，你们一定要做一个守时的人，不然就可能给自己带来麻烦。 另外，你们看，你们每个人平时都打扮得漂漂亮亮的，千万不要突然邋里邋遢地出现在别人面前，不然你们的朋友要吓着了。女孩子们，你们更要注意，将来你们长大和男孩子约会，要是你不注意，被你的男朋友看到你很难看的样子，他们可能就吓昏了。 3. 继母和姐姐自私但不是坏人 老师：好，下一个问题：如果你是辛黛瑞拉的后妈，你会不会阻止辛黛瑞拉去参加王子的舞会？你们一定要诚实哟！ 学生：（过了一会儿，有孩子举手回答）是的，如果我辛黛瑞拉的后妈，我也会阻止她去参加王子的舞会。 老师：为什么？ 学生：因为，因为我爱自己的女儿，我希望自己的女儿当上王后。 老师：是的，所以，我们看到的后妈好像都是不好的人，她们只是对别人不够好，可是她们对自己的孩子却很好，你们明白了吗？她们不是坏人，只是她们还不能够像爱自己的孩子一样去爱其它的孩子。 4. 我们需要很多的朋友 老师：孩子们，下一个问题：辛黛瑞拉的后妈不让她去参加王子的舞会，甚至把门锁起来，她为什么能够去，而且成为舞会上最美丽的姑娘呢？ 学生：因为有仙女帮助她，给她漂亮的衣服，还把南瓜变成马车，把狗和老鼠变成仆人。 老师：对，你们说得很好！想一想，如果辛黛瑞拉没有得到仙女的帮助，她是不可能去参加舞会的，是不是？ 学生：是的！ 老师：如果狗、老鼠都不愿意帮助她，她可能在最后的时刻成功地跑回家吗？ 学生：不会，那样她就可以成功地吓到王子了。（全班再次大笑） 老师：虽然辛黛瑞拉有仙女帮助她，但是，光有仙女的帮助还不够。所以，孩子们，无论走到哪里，我们都是需要朋友的。我们的朋友不一定是仙女，但是，我们需要他们，我也希望你们有很多很多的朋友。 5. 要爱自己给自己机会 老师：下面，请你们想一想，如果辛黛瑞拉因为后妈不愿意她参加舞会就放弃了机会，她可能成为王子的新娘吗？ 学生：不会！那样的话，她就不会到舞会上，不会被王子遇到，认识和爱上她了。 老师：对极了！如果辛黛瑞拉不想参加舞会，就是她的后妈没有阻止，甚至支持她去，也是没有用的，是谁决定她要去参加王子的舞会？ 学生：她自己。 老师：所以，孩子们，就是辛黛瑞拉没有妈妈爱她，她的后妈不爱她，这也不能够让她不爱自己。就是因为她爱自己，她才可能去寻找自己希望得到的东西。如果你们当中有人觉得没有人爱，或者像辛黛瑞拉一样有一个不爱她的后妈，你们要怎么样？ 学生：要爱自己！ 老师：对，没有一个人可以阻止你爱自己，如果你觉得别人不够爱你，你要加倍地爱自己；如果别人没有给你机会，你应该加倍地给自己机会；如果你们真的爱自己，就会为自己找到自己需要的东西，没有人可以阻止辛黛瑞拉参加王子的舞会，没有人可以阻止辛黛瑞拉当上王后，除了她自己。对不对？ 学生：是的！！！ 6. 你们会比伟大的作家更棒 老师：最后一个问题，这个故事有什么不合理的地方？ 学生：（过了好一会）午夜12点以后所有的东西都要变回原样，可是，辛黛瑞拉的水晶鞋没有变回去。 老师：天哪，你们太棒了！你们看，就是伟大的作家也有出错的时候，所以，出错不是什么可怕的事情。我担保，如果你们当中谁将来要当作家，一定比这个作家更棒！你们相信吗？ 
   
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-335.html 旧百科原始链接]

09阳光英语项目

2013-08-20T12:45:28Z

乌云盖饭：Importing text file

==项目简介==
以PEP小学教材四年级上册语言重点为教学目标，通过整合编排，突出歌曲教学、戏剧表演、小组练习的特色，力求通过一学期八次课共十六课时的教学，使学生在强化本学期学习内容的同时能掌握4~5首英文儿歌，会表演一个英文短剧，英语语感和实际使用能力由此得到提升。 
 
==课程安排==

<TABLE class=table>

<TR>
<TD>
 授课日期</TD>
<TD>
 主题</TD>
<TD>
教学目标 </TD>
<TD>
外显成果 </TD>
<TD>
 关联单元</TD></TR>
<TR>
<TD>第一周</TD>
<TD>My Schoolbag</TD>
<TD> naming and talking about school supplies</TD>
<TD>
Song: 
What're the things in your shoolbag?</TD>
<TD>PEP四年级上Unit1</TD></TR>
<TR>
<TD>第二周</TD>
<TD>My Friends</TD>
<TD>description (What are your friends like? What do you play with your friends?)</TD>
<TD> </TD>
<TD> PEP四年级上Unit2</TD></TR>
<TR>
<TD>第三周</TD>
<TD>Halloween</TD>
<TD> stories about Halloween; songs and play</TD>
<TD> </TD>
<TD> </TD></TR>
<TR>
<TD>第四周</TD>
<TD>Numbers & Operation</TD>
<TD> numbers 0-100; counting with classroom items; addtion & subtraction</TD>
<TD> </TD>
<TD> PEP四年级上Unit1, Recycle 1</TD></TR>
<TR>
<TD>第五周</TD>
<TD>Food</TD>
<TD> common dish names; ordering and talking about food</TD>
<TD> </TD>
<TD> PEP四年级上Unit5</TD></TR>
<TR>
<TD>第六周</TD>
<TD>My Family</TD>
<TD> family tree; review description; occupation</TD>
<TD> </TD>
<TD> PEP四年级上Unit6</TD></TR>
<TR>
<TD>第七周</TD>
<TD>My Home</TD>
<TD> invitation; a tour around my home; preposition</TD>
<TD> </TD>
<TD> PEP四年级上Unit4</TD></TR>
<TR>
<TD>第八周</TD>
<TD>Merry Christmas</TD>
<TD> stories about Christmas; making & writing a Christmas card</TD>
<TD> </TD>
<TD> PEP四年级上Recycle 2</TD></TR></TABLE>
 
==教案设计（8主题）==
1. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD01%20My%20Schoolbag 09阳光英语01 My Schoolbag]
2. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD02%20My%20Friends 09阳光英语02 My Friends]  
3. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD03%20Halloween 09阳光英语03 Halloween]
4.
5. [http://www.ygclub.org/wiki/index.php?doc-innerlink-09%E9%98%B3%E5%85%89%E8%8B%B1%E8%AF%AD05%20Food 09阳光英语05 Food]
6.
7.
8. 
==参考资源==

PEP小学英语教材电子版 
四年级上下册的链接 http://www.pep.com.cn/xe/jszx/tbjxzy/pepxe/pepsia/dzkb/
 
==项目总结==
（） 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-70.html 旧百科原始链接]

09阳光英语03 Halloween

2013-08-20T12:45:26Z

乌云盖饭：Importing text file

本节课是以万圣节为主题的活动课，主要由手工和话剧表演或其他趣味活动构成。旨在让学生感受英语背后的文化色彩，让学生在游戏中活学活用英语。
（我已经初步完成了第一部分文化背景的引入和小话剧的内容，大家可以把余下的活动、游戏的设想写在下面，这个网站有很多可供参考的活动形式：[http://crafts.kaboose.com/holidays/halloween/index.html http://crafts.kaboose.com/holidays/halloween/index.html] 参考格式已经列在下面。) 
<DIV class="img img_l" style="WIDTH: 251px">[http://www.ygclub.org/wiki/uploads/200910/12565756357LUc2taW.jpg http://www.ygclub.org/wiki/uploads/200910/12565756357LUc2taW_s.jpg]Trick or Treathttp://eppsnet.com/~paulepps/images/trick-or-treat.jpg</DIV>
 
==文化背景引入==

 
===Language Objectives===

1. “What date is it today? ”, "Trick or treat?", 
2. Halloween, monster, ghost, witch, sweet, pumpkin
3. 自然拼音：长短i 音, tr 
较高程度学生：理解简单英文故事。
 
===Description===

Q1：What date is it today? Today is October the 31st. Q2：Today is a holiday. Which holiday? [展示写有单词的卡片，先让孩子猜一猜怎么读，然后演示拼读 h-a--l-o--w-ee-n] Halloween. Q3：What do they do on Halloween? Let’s see. [图片1]On October the 31st, across Britain and the USA, thousands of children will dress up as monsters, ghosts and witches. 在这一天，孩子们会装扮成怪物、鬼怪和巫婆巫师一类的东西。 
【注：monster, ghost, witch 这类词是孩子比较感兴趣的，可通过自然拼音拼读的方法帮助他们记忆。】 [图片2]They will go to their neighbours’ houses and knock on their door. 他们会挨家挨户地去敲邻居的门。 When the door is opened, they will shout:”trick or treat?” and the neighbours will give them sweets. 当门打开的时候，他们会说：“trick or treat?”意思就是，给我们糖果，还是让我们捣蛋？这时候，邻居们就会给他们一些糖果。如果邻居没有准备糖果呢？这些孩子们就会搞一些恶作剧来捉弄邻居。 
【注：trick or treat 很适合用来进行自然语音的教学，练习tr音以及长短i音。】
“Trick or Treat” 游戏
1. 学生分成几组比赛，轮流游戏
2. 学生做敲门状，说“Knock, knock, knock”
3. 老师做开门状。
4. 学生齐声问“trick or treat?” 
5. 老师问“who are you?” 并举出一张flashcard。
6. 学生按照老师举出的卡片回答句子：“I'm a ...(ghost/monster/witch..etc.)” 
7. 回答正确总数最多的组获胜。奖励小贴画。（可另设勇敢奖，奖励大胆开口的一组） 
 
===Time Duration===

15~20 分钟
 
===Materials===

万圣节活动图片、单词卡片（monster, ghost, witch, pumpkin）语音拼读卡片（Halloween, trick, treat, sweet), 小贴画
 
==故事时间：Jack-o-lantern’s Story==

[图片3] Many houses have lanterns made from pumpkins in their windows. These lanterns have frightening faces cut into them. They are called Jack-o-lanterns. 很多家庭会在窗台放上南瓜灯。南瓜灯是用掏空的南瓜做的，在上面挖出一个可怕的脸来。这种灯还有特别的名字，叫Jack-o-lantern。为什么叫Jack呢？这里面有一个有趣的故事。 
三明治讲法：
Long long time ago, there was a young man named Jack. [图片] Jack was a rather naughty young man. Jack是一个调皮捣蛋的年轻人。He was very stingy. 他是个小气鬼，不喜欢帮助别人。What did he like? He liked drinking and playing tricks on others. He played tricks on everybody, families, friends and even the Devil.[图片] 他只喜欢两件事：喝酒和捉弄别人。有一天，他甚至去捉弄魔鬼。First he made the Devil climb up a tree[图片], then he carved a cross into the trunk of the tree. 他先把魔鬼骗上了树，然后在树干上划了一个十字，这样魔鬼就不敢下来了。（为什么有了十字魔鬼就不敢下来了呢？因为在基督教里，十字是具有神圣的力量的，魔鬼见了十字就不敢轻举妄动了。）接着Jack就跟魔鬼订了一个协议，让魔鬼答应，在他死以后，不要把他的灵魂带走。"You have to promise not to take my soul when I die."
许多年后，Jack去世了，his soul couldn't go to heaven. 他的灵魂去不了天堂，因为他不是一个很善良的人。而另外一边呢，his soul couldn't go to hell. 地狱也不要他，为什么？因为他之前让魔鬼答应不带走要他的灵魂。所以Jack就只好成了孤魂野鬼在黑暗中四处飘荡。不过最后，魔鬼还是发了下善心，给他一样东西 a little ember [图片]，Jack put this little ember into an empty pumpkin [图片]. Jack就把这一小团火苗放到南瓜灯里让它能够燃久一点。于是每年的万圣节，人们就会做出样子可怕的南瓜灯放在窗口，吓走Jack这样的孤魂野鬼。 
【注：tree 和 cross 适合进行自然拼音的练习】 
全英文故事：
Long long time ago, there was a young man named Jack. [图片] Jack was a rather naughty young man. He was very stingy. What did he like? He liked drinking and playing tricks on others. He played tricks on everybody, families, friends and even the Devil.[图片] First he made the Devil climb up a tree [图片] , then he carved a cross into the trunk of the tree. So the devil couldn’t come down. And he made a pact with the devil. He said, "If you want to get down, you have to promise not to take my soul when I die." 
Now when Jack died, he couldn’t get into heaven, because he was not a very good person;  but he couldn’t get into hell either, because the devil promised not to take his soul. But finally, the devil gave him a little ember [图片]to help him light his way through the darkness. Jack put the ember into a pumpkin [图片]to help it burn longer. 
This is the story of Jack-o-lantern.
理解程度测试问题： 1. What was the name of the young man? 2. Where did Jack chase the devil to go? 3. What did Jack carve into the trunk of the tree? 4. Could Jack get into heaven? 5. Could Jack get into hell? 6. Where did Jack put the ember? 
 
===Time Duration===

 15~20 分钟 
 
===Materials ===

图片（Jack, the Devil, a tree, ember, pumpkin ）
 
==小话剧：Jack-o-lantern’s Story==

 
 
===出场人物===

Jack Devil Jack’s spirit Angel A Angel B 
 
===脚本===

第一幕
Narrator: Jack was a rather stingy and naughty young man. Jack (拿着酒瓶，醉酒样): Lalala[[Special:用户贡献/乌云盖饭|乌云盖饭]] （向观众）Hello there! I'm Jack. Devil (从舞台一侧登场，向观众做出恐吓状): I’m the devil! I’m very very scary! Jack （看到Devil，灵机一动，向观众）: Ah! The Devil! (I'll play a trick on him. ) Jack (站在树边，对Devil说）: Devil! Come here! Devil 向Jack走去。 Jack: Can you climb up the tree? Devil (不屑地)：Of course. 
第二幕 Devil 爬上树去。 Devil (得意地): See, I can climb up the tree! Jack 在树干上划了一个十字。 Jack: Ha-ha, but you can’t get down now! Devil (抱头，惊恐状): Oh, no! Jack(交叉双臂，强势地): (If you want to get down, )you must promise me something. Devil: OK. (What do you want?) Jack: You shall never take my soul when I die. (You must promise never to take my soul when I die.) Devil: OK, I promise. Jack (擦去十字): Good, now you can get down.  Narrator：Devil climbed down the tree and ran away. 
第三幕 Narrator：Many years later, Jack died. Jack 老态龙钟，忽然跌倒。Jack的灵魂从他倒下的身旁上场。 Jack’s spirit (向观众): I’m Jack’s spirit. Narrator：Jack’s spirit went to heaven. Jack 走向舞台有天使守护的一侧。
Angel A: What’s your name? Jack’s spirit: I’m Jack. Angel B (装作查生死簿): You are stingy and naughty.  Angel A (伸手阻止状): You are not allowed into heaven. 
Jack沮丧地走向舞台有魔鬼守卫的一侧。 Devil: What’s your name? Jack’s spirit: I’m Jack. Devil: Hey, did you make me climb up a tree? (are you the Jack that made me climb up a tree?) Jack’s spirit: Yes, I did. Devil (摇头，伸手阻止状): I promised I would not take your soul.  Jack’s spirit (惊恐): Oh, no! Where should I go? It’s dark out there. Devil: OK, I’ll give you this. Devil 装作给Jack一小团火苗，Jack接过火苗，并将其放到南瓜灯里。 Devil: Farewell, Jack! Jack (伤心地): Farewell! 
【注：括号里是较难的语言，可酌情略去。】
 
===道具===

Jack面具，饮料瓶，魔鬼面具（做出牛角），魔鬼斗篷（可选），讲桌（树），象征灵魂的头戴圆圈，天使翅膀，指示heaven和hell方向的路标，纸质南瓜灯。 
 
==道具制作==

 
===Language Objectives===
（该活动中所涉及的语言学习的内容） 
 
===Description===

（活动的具体步骤）
 
===Time Duration===

(大概需要的时间) 
 
===Materials===
（活动所需道具、材料） 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-112.html 旧百科原始链接]

09阳光英语01 My Schoolbag

2013-08-20T12:45:25Z

乌云盖饭：Importing text file

==Language Objectives==

1. Naming common school supplies
2. Understanding “if”, "when"
3. Understanding “What is it like?” "What is it for?" and being able to give simple descriptions. 
 
==Featured Song==

What Are The Things In Your Schoolbag?
(sung to Sesame Street classic [http://www.ygclub.org/wiki/index.php?doc-innerlink-Who%20Are%20The%20People%20In%20Your%20Neighborhood? Who Are The People In Your Neighborhood?] )
[注] 这是使用该歌曲的旋律填写的歌词，原歌曲本身也很适合用作“职业”主题的教学
【Lyrics】
What are the things in your schoolbag? (Q1) In your schoolbag? In your schoolbag? Say, what are the things in your schoolbag? Things that you need each day. (Q2) --------------------------- A pencil is very great, for every lesson everyday. If you want to draw or write, (Q3)(Q4) A pencil will be by your side. Cause a pencil is something in your schoolbag, in your schoolbag, in your schoolbag, Cause a pencil is something in your schoolbag, something that you meet each day. --------------------------- A ruler is very great, for every lesson every day. If you want to draw a square, (Q5) a ruler helps you draw the best. Cause a ruler is something in your schoolbag, in your schoolbag, in your schoolbag, Cause a ruler is something in your schoolbag, something that you meet each day. --------------------------- An eraser is very great, for every lesson every day. If you want to clean your sheet, (Q6) An eraser is what you need. (Q7) Cause an eraser is something in your schoolbag, in your schoolbag, in your schoolbag, Cause an eraser is something in your schoolbag, something that you meet each day. --------------------------- A textbook is very great, For every lesson every day. If you want to make things clear, (Q8) A textbook is always there. Cause a textbook is something in your schoolbag, in your schoolbag, in your schoolbag, Cause a textbook is something in your schoolbag, something that you meet each day. --------------------------- A pencil-case is very great, For every lesson every day. When you need a crayon or a sharpener, You know that you can find them there. (Q9) Cause a pencil-case is something in your schoolbag, in your schoolbag, in your schoolbag, Cause a pencil-case is something in your schoolbag, something that you meet each day. 【Accessing Core Meanings】 
（建议通过提问互动、情景创设的形式，调动学生主动地去理解语言和运用语言，在用中学。）
Q1: What are the things in your schoolbag? (pen, pencil, pencil-case, eraser, ruler, textbook, crayon, notebook, etc.) What's it like? (It's straight/long/round/pointed/big/small/heavy/light...It's red/yellow/colorful) What's it for? (It's for writing/drawing/... We use it when ...)
 Q2: We need food each day. We need clothes each day. We need air each day. If we go to school, we need books each day. What else do you need each day? 
 Q3: Can you draw? Do you like drawing? What do you like to draw with? Do you like to draw with a pencil or pen? [实物] 
 Q4: If you want to draw colors, what do you need? (crayons, color pens) 
 Q5: [画示意图] Is this a square? How many sides does a square have? 
 Q6: [实物]Is this sheet clean or dirty? Which sheet is clean/dirty? How can we clean this sheet? (We can use an eraser.)
 Q7: What do you need if you make a mistake on your sheet? 
 Q8: [图片]What will you do if you meet a problem in your studying? (You can ask your teacher, or you can turn to your textbook.) 
 Q9: Where do you put your pencils, erasers, rulers and pencil-sharpener? If you need a pencil-sharpener, where should you look for?  
 
==Practice==

1. Mystery Box: 老师放置一个盒子在讲台上，背对学生放进一样文具（或文具的卡片），老师用英文给出线索，然后让学生来猜。线索分为两方面：“What is it like?” "What is it for?"  也可以让学生来提问，老师给予Yes/No的回答。
2. Word Search
3. Bingo
  
 
==Small Group==

（为不同程度的学生设计有针对性的练习内容，由助教老师带领分组学习）
1. Approaching level (基础稍弱的学生): Word Slap （单词记忆游戏）
3. Beyond level (学有余力的学生): 学习更多的描述语句（color, shape, texture） 
 
==Classroom Implementation Plan==
【第一堂课】
 
===1. Warm Up===

目的：师生互相介绍，了解，英语水平摸底。
时间：2分钟
内容：日常寒暄对话。
 
===2. Background Building===

目的：引出本次课主题，通过学生反馈了解其对该主题的掌握情况。
时间：3分钟
内容：老师提问，学生互相补充回答。 
          What are the things in your schoolbag? (pen, pencil, pencil-case, eraser, ruler, textbook, crayon, notebook, etc.) 
 
===3. Focused Teaching===

目的：主题词汇和语言输入
时间：20分钟
内容：老师提问，图片辅助理解。
           Do you have a/an...? What's it like? (It's straight/long/round/pointed/big/small/thick/thin...It's red/yellow/colorful) 
          What's it for? (It's for writing/drawing/... We use it when ...) 
 材料：flashcards (long, short, big, small, thick, thin, pointed, round, square, straight, write, draw, put away, clean, read); 各种颜色的蜡笔
 
===4. Mystery Schoolbag (Mystery Box)===

目的：听力理解能力 
时间：10分钟
内容：主讲准备一个书包，并通过给出描述性的线索，让学生猜出包里的文具。
材料：书包一个，各种文具若干。
 
===5. Featured Song: Accessing Core Meanings===

目的：初步熟悉歌曲和歌词
时间：10分钟
内容：主讲演唱歌曲，并通过提问互动和情景创设帮助学生初步理解
材料：文具实物、用铅笔划污的纸，图片（表现一个遇到困惑的学生）
【第二堂课】
 
===1. Featured Song: Learn It===

目的：学习歌曲，至少能够有节奏地熟读歌词。
时间：20分钟
内容：助教老师带领分组练习
 
===2. Featured Song: Sing It===

目的：强化歌曲，鼓励开口
时间：10分钟
内容：各组比赛演唱
 
===3. Mystery Schoolbag (Mystery Box)===

目的：强化学生输出能力
时间：15分钟
内容：学生轮流上台，每次一名学生，悄悄选择一种文具放在书包里，然后让其他学生猜是什么。
          两种模式：A. 讲台学生能力较高, 则需要他/她用语言描述该种文具以给其他学生以线索。B. 讲台学生能力较弱，则可变化为“Yes/No”游戏，由其他学生提问"Is it..." 
材料：书包一个，各种文具若干。 
==Resources==
[http://www.ygclub.org/wiki/index.php?doc-innerlink-Who%20Are%20The%20People%20In%20Your%20Neighborhood? Who Are The People In Your Neighborhood?] 
==参考页面==
*[http://www.ygclub.org/wiki/index.php?doc-view-105.html 旧百科原始链接]