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英文故事創作與表演——小學高端英語項目組系列報道之外教實踐課課堂風采

[發表時間]:2020-01-06 [來源]:小學高端英語教育項目組

本月,二年級雙語科學的外教Robert帶領學生們開展了一節故事創作和表演的活動課。孩子們需要抽取卡片,用卡片上指定的故事開頭和人物編寫一個故事,然后以話劇的形式表演出來。本節課旨在鍛煉孩子們的口語表達能力,同時也培養他們的想象力和創造力。


We led a class where the students wrote their own stories. The students made stories using the ‘beginning’ and ‘character’ cards that we made. Once they had made a story with these, they performed their stories to the class with one person being a narrator. This allowed students to practice their English and use their creativity and imagination to make a story of their own.



首先,在課堂導入環節,我們要求學生們充分回憶和思考他們所熟知的英文童話故事情節,然后列出所有這些故事的名稱,以此為本節課的內容打下了基礎。在整個思考和羅列的過程中,可以看出孩子們的閱讀量非??捎^,知識面也很廣。


At the start of the lesson, we asked students to recall the names of the English language stories that they had read. This helped students to think about the stories they had read and provided a context for the lesson.


然后,我們引入了和這堂課主題相關的一些新詞匯,比如,“故事情節”、“故事開端”、“故事結局”、“角色”等。這些詞匯幫助孩子們認識到,創作一個故事需要哪些必要的元素。我們以一則簡短的故事為例,告訴孩子們,在這個故事里,哪部分屬于故事開端、哪部分是結尾、故事的情節以及人物分別是什么,以此讓孩子們對于這些必備元素有一個更清晰的概念,也幫助他們更好地完成接下來的故事創作。


We taught the students some new vocabulary, such as the ‘plot’, ‘beginning’, ‘happens’, ‘ending’ and ‘characters’. This gave students the necessary vocabulary to identify these important elements of the story. After explaining these characters and beginning cards to students, we then gave them an example made using the cards. We asked the students to tell us the characters, beginning, ending and plot of the story. This helped the students identify these main features of a story and then help them make their own.


接下來就到了本節課的重點——小組故事創作環節了。每個小組會隨機分到一些卡片,其中一張卡片上寫有兩句話,作為指定的故事開頭,剩下的卡片上則是給定的故事角色。小組成員們拿到了卡片后,先選定各自想扮演的角色,然后開始根據給定的故事開頭,發散思維,創作故事。孩子們可以在編故事的過程中,試著表演自己的角色。表演不僅適于孩子們好動的天性、激發他們的靈感,也能具象化他們正在創作的故事。


The students got together in teams and made their own stories. The cards had the advantage of being a platform to help the students make a story. Some students chose to act out the actions of their characters with other characters while making the story. This helped them visualize the story, while helping kinaesthetic and kinetic learners in the class.




故事創作完成后,我們要求孩子們寫下各個角色的臺詞,之后就要開始表演啦。孩子們通過講述故事以及背誦對白的方式來練習英語口語。他們對戲劇表演非常有熱情,爭先恐后地想要走上“舞臺”。每個小組編寫的故事非常生動有趣,展現了非凡的想象力與創造力,令人驚嘆。同時,每個孩子的表演都活力四射,極具感染力。


They then wrote down the story and performed it to the class. This allowed the students to practice their English both narrating the story and by reciting the characters’ dialogue. The students enjoyed the active drama and role-playing element and were strongly engaged by the activity.There were many brilliant performances. This drama element helped students practice their English while moving around and performing their characters’ actions.


這節故事創作課不僅鍛煉了學生們的英語口語,也讓孩子們對于故事必備的元素有了基本的概念。在這堂課上,孩子們活潑而專注,用于自我表達,充分解放自己的藝術創作天性。未來,外教Robert也將帶給他們更多精彩而創新的實踐課,讓他們收獲知識、創意與成長。


This activity not only allowed students to practice their English, but also identify and understand the various elements of a story.




(供稿:小學高端英語項目組)


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