Unit learning objectives:
1. You can summarize the story of the text in concise language and tell the main contradictions and conflicts.
2. According to the lines of the script, we can summarize the personality characteristics of the main characters in the play.
3. Be able to say the basic features of drama language.
4. Be able to read the text through comparison and discrimination, seek differences in similarities, seek common ground in differences, compare works from a certain angle, and deepen the understanding of works in comparison.
Unit class arrangement: 13 class hours in total.
Part I: Reading the text for the first time (5 class hours)
Unit whole learning 1 class hour
Merchant of Venice 1 class hour
Jiangcun Xiaojing 1 class hour
Mayor Chen Yi 1 class hour
One centimeter 1 class hour
Part II: theatre of dreams (5 class hours)
Drama knowledge learning 1 class hour
Rehearse the script for 3 hours.
Students perform 1 class hour.
Part III: Comparative Analysis (2 class hours)
Unit Summary 1 class hour
The first part reads the text for the first time (1-5 class hours)
1 unit whole learning
The first block: understand the content of the unit and make clear the learning objectives of the unit.
On the Teaching Steps of Teachers Organizing Students' Activities
1 lead-in: let students browse the content and text, "The new course will accompany you to learn Chinese". Clear mission.
2 patrol and guide. Browse the table of contents, text, etc.
Question Situation: What impressed you most and interested you most? Please feel free to chat. Talk about feelings (what interests you the most and what impresses you the most).
Homework: Make corresponding learning goals according to the unit content. Determine your learning goals.
Teaching reflection
The second block: make an activity plan and set up an activity team.
On the Teaching Steps of Teachers Organizing Students' Activities
1 Question Situation: How much do you know about drama? Please introduce it to us. Discuss and communicate.
According to the theme of the unit, discuss the topic of unit learning and draw up the implementation plan. Communicate freely and determine your own topic. Free combination research group.
3 patrol guidance, give some tips and help. Make activity plans and programs.
Teaching reflection
Lesson 2 The Merchant of Venice (Excerpt)
Learning objective: 1. Read the full text and tell stories in concise language.
2. Can tell the characteristics of lines in the text, and can summarize the personality characteristics of characters according to lines.
Study before class: 1. Read the text as a whole.
2. By consulting books or searching online, we can get an overview of Shakespeare's life and his main works.
Classroom learning:
The first block: data platform.
On the Teaching Steps of Teachers Organizing Students' Activities
1 Introduction: Shakespeare is a world-famous drama master. He left many famous works for the world, such as Hamlet and Romeo and Juliet. Today, let's listen to his other masterpiece, The Merchant of Venice.
Data platform: Please introduce the world famous playwright Shakespeare and his great works according to the information you searched. Sort out the data and think.
3. Organize communication and evaluation. This paper introduces Shakespeare's life and major works, as well as the relevant plots in The Merchant of Venice, so as to understand the text. Other students can add.
Teaching reflection
Block 2: intensive reading of the text.
On the Teaching Steps of Teachers Organizing Students' Activities
1 Homework: Read the text and talk about how Portia subdued Shylock step by step in court. Read the text quickly, think and discuss.
2. Organize communication and evaluation. declare oneself
Question Situation: What are the advantages of such a plot arrangement? If you are Portia, do you have any other way? Thinking, group discussion.
4. Organize communication and evaluation. Express your opinions.
Teaching reflection
The third block: appreciate words and sentences.
On the Teaching Steps of Teachers Organizing Students' Activities
Goethe said: "Shakespeare touched people with vivid language." Shakespeare is a master of language, and his dramatic language is a clever combination of richness and simplicity, which is both poetic and picturesque. Please find out the language you think is wonderful in the article, read it and tell the reason you like it. Reading and thinking.
2. Organize communication and evaluation. Communication and evaluation.
Please read the wonderful sentences you just enjoyed with emotion. Read aloud with emotion.
Teaching reflection
Study after class: Read the full text of Shakespeare's The Merchant of Venice.
The third class, Jiang Cun Xiao Jing
Learning objective: 1. Read the text and summarize the story briefly.
2. Can summarize the personality characteristics of each character in the text.
3. Be able to tell the profound social significance contained in the article.
Study before class: Learn about the author Tian Han and his main works by consulting books or searching online.
Classroom learning:
The first block: overall perception.
On the Teaching Steps of Teachers Organizing Students' Activities
1 Introduction: I have read the works of Shakespeare, a world-famous playwright. Let's take a look at the works of Tian Han, the founder of modern drama in China. Today, we are going to see Tian Han's one-act play "Small Scene in Jiangcun". Listen.
2 data platform: please introduce Tian Han and his works to everyone according to the information you searched. Introduce Tian Han's life and main works, and other students will supplement them.
Homework: Read the text carefully and describe the story in concise language. Reading and thinking.
4. Organize communication and evaluation. Tell stories and evaluate them.
Teaching reflection
Block 2: intensive reading of the text.
On the Teaching Steps of Teachers Organizing Students' Activities
1 problem situation: the story in the play can be said to be a tragedy. Why does the author take "Small Scenery of Jiangcun" as the topic? What is the cause of this tragedy? Discuss and communicate.
2. Organize communication and evaluation. Express your opinions.
Problem situation: The family written in the script, although living in that era, everyone has their own pursuit. Tell me what their respective pursuits are and what role the script plays in expressing their pursuits. Thinking and discussing.
4. Organize communication and evaluation. Express your opinions.
Teaching reflection
The third block: people.
On the Teaching Steps of Teachers Organizing Students' Activities
1 Question situation: Please find the corresponding lines to summarize the personality characteristics of the four characters in the play. Reading and thinking.
2. Organize communication and evaluation. Express your opinions.
Question Situation: What are the characteristics of the lines in this script? Thinking, writing.
4. Organize communication and evaluation. Communication and evaluation.
Teaching reflection
The 4th "Mayor Chen Yi" Selection
Learning objective: 1. Read the text, briefly summarize the story, and grasp the main contradictions and conflicts in the script.
2. Can tell the personality characteristics of proletarian revolutionary Chen Yi.
3. Be able to tell the characteristics of dramatic language.
Study before class: Learn about the author Sha and his works by consulting books or searching online, and learn about the plot of the drama Mayor Chen Yi.
Classroom learning:
The first block: perceive the text as a whole.
On the Teaching Steps of Teachers Organizing Students' Activities
1 Introduction: Chen Yi is one of the founding marshals of New China and the first mayor of Shanghai after the founding of the People's Republic of China. His deeds are introduced in many movies and novels. Mayor Chen Yi, whom we are going to learn today, is also a work that shows his noble character. Listen.
Please introduce the story of the author Sha and the mayor Chen Yi in the play according to the information collected by yourself. Introduce the plot of the author Sha and the mayor Chen Yi, and other students will supplement it.
Homework: Please read the text, briefly introduce the plot of the play in your own language and tell me what the conflict is. Reading and thinking.
4. Organize communication and evaluation. Communication and evaluation.
Teaching reflection
Part II: Intensive reading of the text.
On the Teaching Steps of Teachers Organizing Students' Activities
1 entered Qi's "home", which was very unpopular with his master, but in the end, his master repeatedly asked him to "talk with him by candlelight". How did Chen Yi change Qi's attitude? From these plots, you can know what kind of personality characteristics Rola Chen has. Reading and thinking.
2. Organize communication and evaluation. Clear: Dragon boat racing embodies a spirit of encouraging competition, cooperation and progress. Communication and evaluation.
Teaching reflection
The third block: the subtext is revealed.
On the Teaching Steps of Teachers Organizing Students' Activities
1 subtext introduction: subtext is a hidden and unspoken line, which is often called implication. This "meaning" reflects the real intention and inner world of the characters in a specific situation. Listen.
Please try to understand the meaning of the following lines.
(1) Qi: This ... can be extended for a while.
(2) Chen Yi: I have a lot of alkalinity. If you and I meet together, won't it be neutral? Thinking and discussing.
3. Organize communication and evaluation. Communication and evaluation.
Please find more examples from the text for a brief analysis. Reading, thinking and communicating.
Teaching reflection
After-school study: read the whole play of Mayor Chen Yi.
The fifth class is one centimeter.
Learning objective: 1. Read the text and summarize the story briefly.
2. Can summarize the personality characteristics of each character in the text.
3. Be able to tell the profound social significance contained in the article.
Study before class: Learn about the author Bi Shumin and his major works by consulting books or searching online.
Classroom learning:
The first block: perceive the text as a whole.
On the Teaching Steps of Teachers Organizing Students' Activities
1 import: 1 cm is a negligible length, but it is because of 1 cm that a storm is caused. Listen.
Homework: Read the text and summarize the story in concise language. Reading and thinking.
3. Organize communication and evaluation. Discuss and communicate.
Teaching reflection
The second block: debate and understand the theme of the text.
On the Teaching Steps of Teachers Organizing Students' Activities
1 Question Situation: Is it too much to make a mountain out of a molehill for the mother Ying Tao in the play to haggle over this 1 cm? Thinking and discussing.
2 Organize debates. Debate in groups
3. Hosting, participation and evaluation. Self-evaluation and group mutual evaluation.
What is the theme of this play? Thinking and discussing.
5. Organize communication and evaluation. Communication and evaluation.
Teaching reflection
The third block: people.
On the Teaching Steps of Teachers Organizing Students' Activities
1 Question situation: What kind of person is mom Ying Tao? Please summarize according to the lines in the play. Thinking, group discussion.
2. Organize communication and evaluation. Express your opinions.
Teaching reflection
Part II theatre of dreams (6- 10 class hour)
Lesson 6 drama knowledge learning
Study before class: Students collect relevant drama knowledge before class.
References:
1, space and time should be highly concentrated.
Unlike novels and essays, scripts are not limited by time and space. It takes time, characters, plots and scenes to be highly concentrated on the stage. On a small stage, several people's performances can represent a tribe. Running a few laps can show that they have crossed Qianshan and changed a scene and characters, which can show that they have arrived at a brand-new place, or many years later. ...
Thousands of miles apart, spanning several years, can be displayed on the stage through screen and field conversion.
"Act" and "field" are often used in scripts to represent paragraphs and plots. "Act" refers to a large section of plot development. "A scene" can be divided into several scenes, and "a scene" refers to a plot that changes in space or separates in time. Scripts generally require that the length should not be too long, the characters should not be too many, and the scenes should not be changed too much. Novices adapt short plays from textbooks, and it is best to write short one-act plays.
2. The contradiction reflecting real life should be sharp and prominent.
All kinds of literary works should show social contradictions and conflicts, while drama requires that the contradictions and conflicts reflected in limited space and time be more acute and prominent. Because drama is a literary form to reflect the contradictions and conflicts in real life, there is no drama without contradictions and conflicts. Because the script is limited by space and performance time, the real life reflected by the plot must be condensed in the contradictions and conflicts suitable for stage performance.
Contradictions and conflicts in the script can be roughly divided into four parts: occurrence, development, climax and ending. When performing, we should attract the audience from the time when contradictions occur. When the contradiction develops to the most intense, it is called climax. At this time, the plot is also the most attractive and wonderful.
3. The language of the script should express the role.
The language of the script includes lines and stage descriptions.
The language of the script is mainly lines. Lines are what the characters say in the play, including dialogue, monologue and narration. Monologue is what characters say when they express their personal feelings and wishes alone. Narrator is what a character says to the audience from the side behind other actors on the stage. The script mainly promotes the development of the plot through lines and expresses the character. Therefore, the language of lines should fully express the character, identity, thoughts and feelings of the characters, be popular, natural, concise, colloquial and suitable for stage performances.
Stage description, also called stage suggestion, is an indispensable part of the script language and some explanatory words in the script. Stage description includes characters, plot time and place, costumes, props, scenery, expressions, movements, ups and downs of characters, etc. These explanations have played a certain role in portraying characters' personalities and promoting and developing drama plots. This part of the language requires concise, concise and clear words. This part of the content generally appears at the beginning of each scene (field). The end and middle of a conversation are usually enclosed in brackets (square brackets or parentheses).
Script performance in the 7th, 8th, 9th and 10 class hours.
Students are divided into four groups, and each group chooses a script to rehearse and perform, so as to increase students' interest in learning and deepen their understanding of the script and the characters in the play. And selected the best actor, heroine, supporting role and other awards.
Part III Comparative Analysis (1 1- 12 class hours)
Block 1: When watching the script performance, fill in the following table at the same time.
Chen Yi, mayor of Xiaojing, a merchant in Venice, is one centimeter.
theme
conflict
Character character
Characteristics of lines
The second block: organize discussion and exchange.
The third block: learn to write scripts.
Life is full of dramatic stories. Please adapt an interesting story in your recent life into a short play of three to five minutes. Pay attention to design and arrange some props and use a scene.
Summary of lesson 13
Synthesize the content of a unit, sum up your study, analyze your gains and losses in your study, reflect and analyze yourself correctly, and gain more successful experiences in your next study and life. Students can summarize the following aspects:
Generally speaking, it is problematic to obtain benefits.
(1) class demonstration.
(2) the completion of the homework.
(3) participate in activities.
(4) the enhancement of learning interest.
(5) the improvement of learning ability.
(6) Sublimation of emotional attitude.
(7) Suggestions and evaluation of teachers