2010秋-振華-英語-五年級-課程提綱

 

第一次

第一堂課


1. 師生互相問候，認識，老師介紹戲劇課程的宗旨和教學內容。[10']

2. Intro [30']

2.1 使用紙偶，用中英文間雜的方式講述引子部分，引入關鍵詞（Dorothy, uncle, aunt, Toto, cyclone, house, wicked witch, slippers, wizard）

講到家庭成員時，引入Family Tree的概念，嘗試讓一兩個小朋友來介紹（若時間不夠，可考慮下次課進行）；

cyclone日常我們也會說typhoon和hurricane；


2.2 拍詞遊戲（重點練習Dorothy, uncle, aunt, house, witch, wizard, slippers）：老師說出一個關鍵詞，學生拍擊正確的圖片，熟悉過後，可以讓學生來充當小老師

用英語（適當夾雜中文）解釋單詞或描述場景，是小朋友們能夠擊中對的詞（此環節分兩組比賽進行）；


2.3 老師將紙偶和圖片發給學生，然後用全英文講述引子，要求學生在聽到關鍵詞時舉起自己的紙偶或圖片

這一環節舉牌子的任務由上一環節小敗得那一組小朋友來完成，再次加深印象；


2.4 老師用全英文講述一遍引子，用英文提問，要求學生用關鍵詞作答。如 Who kills the wicked witch? What does the good witch give Dorothy?

3. 引起懸念：Dorothy遇到了一個十字路口，她該走哪一條路呢？
第二堂課


1. 提問：如果你迷路了，該如何問路呢？擴展學習： “which way should I go?” “How can I get to ...” [5']

1).問路的幾種表示方法：
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……. ）

地點：bus stop, station, museum, railway station, post office, hospital, zoo, airport, supermarket, school and so on.

2).回答別人問路的表示方法：
Go straight. Turn left. Turn right.

【時間多且小朋友們學有餘力的話，後備補充

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 老師紙偶表演

2.2 擴展學習：如何指路（go straight, turn left, turn right）

2.3 遊戲：蒙眼走迷宮（被蒙上眼睛的學生根據其他學生的指令在教室中走動，或者用手指在黑板上“行走”）

場景設置：某學生7：59從家出發到學校，只有在8：00前到學校才不算遲到；事先準備好路線圖，張貼在黑板上，讓一個小朋友上來用粉筆畫路線，其他同學發出口令。1分鐘內完成，給予獎勵（還沒想好咋獎勵）；

若時間允許，可準備一次升級版的走迷宮，多次運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 老師紙偶表演

3.2 提問：Scarecrow為什麼不知道路？擴展學習：have, doesn't have

3.3 遊戲：猜寶貝（向學生呈現5~6種文具，選出一名學生作為“猜寶人”使其背對班級，然後將文具分發到幾名學生手中，並拿出一種文具作為“寶物”由老師保管。猜寶的學生需要挨個詢問“Do you have the treasure?” 被問到的學生則回答：“No, I don't. But I have a ...” 猜寶的學生通過對這些回答的分析找出寶物）

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 老師紙偶表演

4.2 提問：Dorothy和Scarecrow要去哪裡？

4.3 齊唱：We are off to see the Wizard; the wonderful wizard of OZ!

5. 複習 Act I, Section 1[5']

老師利用紙偶表演，遇到重點句時引導學生來說。

第二次

一、基本信息
備課人: jeccili
Email/MSN: jeccili@hotmail.com
上課日期:待定
上課時長:待定
上課人數:待定

二、授課信息
I. 教學重點：
1. 複習第一幕第一部分（Scarecrow）
2. 重點表演第一幕第二部分（Tin Man）
3. 英語劇表演基本技巧

II. 課前準備
1. 與Section I, Act I老師聯繫通知學生第二次課帶Scarecrow部分劇本
2. The Wizard of Oz第一幕第二部分/第一部分劇本打印（份數待定。是否課程採用統一劇本）
3. Scarecrow與Tin man服裝（盡量借到）
4. 讓助教老師熟悉課程內容；安排在中朗誦台詞的助教
5. 打印Game1所需要的圖片

III. 課程內容
【第一堂課】
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. 劇本內容梳理(17’直至下課)
*第一部分劇情梳理至“（Dorothy）We are happy to help. I’m Dorothy and this is Scarecrow.”為止
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>(需要助教老師的提前準備與協助)選擇比較晦澀的經典台詞，讓助教用聲響、音調與面部表情的變化（適當肢體動作）表現台詞內容。
Lines: 見附錄一
Questions: What might be the contents of the lines? How does the hero/heroine feel when he/she says this?
目標：讓同學們了解台詞內容本身固然重要，但對於話劇表演演員往往需要放開（甚至運用極端誇張的方式）表現他所說的內容。
<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!!

【第二堂課】
6. 劇本內容梳理(續)(25’)
*第二部分劇情梳理至“（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: 見附錄二
*<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)

*第三部分劇情較快速帶過
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.


附錄一：
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

附錄二：
1. Sing in the Rain


2. War


3. fairies

4. 忠字舞

參考頁面

• 舊百科原始鏈接