2010秋-振华-英语-五年级-课程提纲

 

第一次

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……. ）

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

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。

第二次

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

参考页面

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