上外版 高二年级 选择性必修二 第四单元
学案（学生版）
课时学习目标：
能归纳总结出表演灾难故事所需的关键要素；
能通过演绎灾难故事，欣赏灾难中人们表现出来的人文精神；
能通过核查反思，评估本单元学习目标的达成情况。
Learning activities:
Activity 1: Recollect the disaster stories you have seen or read and the forms which disaster stories are often in.
__________________________________________________________________________________
__________________________________________________________________________________
Activity 2: Read the screenplay of the disaster story of Titanic and find out the important elements of a disaster story suitable for role-playing.
__________________________________________________________________________________
__________________________________________________________________________________
The screenplay of the disaster story of Titanic
Scene: The ship sinks and both Jack and Rose are in the ice-cold sea.
ROSE: I’m so cold.
JACK: Listen, Rose. You’re going to get out of here.You’re going to go on
and you’re going to make lots of babies and you’re going to watch
them grow and you’re going to die an old, old lady, warm in your
bed. Not here. Not this night. Not like this. Do you understand me
ROSE: I can’t feel my body.
JACK: Winning that ticket was the best thing that ever happened to me. It
brought me to you. And I’m thankful for that, Rose, I’m thankful. You
must do me this honour. You must promise me that you will survive …
that you won’t give up … no matter what happens ... no matter how
hopeless. Promise me now, Rose, and never let go of that promise.
ROSE: I promise.
JACK: Never let go.
ROSE: I will never let go, Jack. I’ll never let go.
Activity 3: Interpret the disaster story to better act out the story.
Read the screenplay again and use some adjectives to describe Jack’s feelings when he was encouraging Rose.
__________________________________________________________________________________
Think about the spirit conveyed in the disaster story.
__________________________________________________________________________________
Activity 4: Assign roles and learn how to better act out the disaster story
Think of some tips to improve your performance in the role-playing.
__________________________________________________________________________________
__________________________________________________________________________________
Write down some stage directions about tone, body language and facial expressions to improve performance.
(Write down the stage directions on the right margin of the screenplay)
Activity 5: Rehearse and then act out the story based on the tips and their interpretation of the story.
Activity 6: Make brief comments on the role you have played and imagine the character’s feelings and thoughts on helping others or being helped.
Comments on Jack:
__________________________________________________________________________________
__________________________________________________________________________________
Comments on Rose:
__________________________________________________________________________________
__________________________________________________________________________________
Activity 7: Form groups of 3 to 5 people and discuss with group members and choose another disaster story suitable for role-playing to prepare for the assignment.
Group members The suggested disaster story Advantages Disadvantages
Group member 1
Group member 2
Group member 3
Group member 4
Group member 5
Assignments
1.[Group work] Choose another disaster story and shoot a video of your disaster story with your group members.
2.[Individual work] Finish Self-assessment on P65 in the textbook.(共13张PPT)
单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第四单元
Dis aster Surviv al
授课 教 师：
课时
授课内容
1
Getting Started/ Reading A
1
Reading A/ Vocabulary Focus
1
Reading A/ Grammar in Use
1.5
Listening, Viewing and Speaking
1
Reading B
0.5
Critical Thinking
1
Writing
1
Further Exploration/ Self-assessment
单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第四单元
学习目标 Learning Objectives：
At the end of the lesson, you will be able to ...
1. 能归纳总结出表演灾难故事所需的关键要素;
generalize the key elements of performing a disaster story;
2. 能通过演绎灾难场景，欣赏灾难中人们表现出来的人文精神； appreciate humanity and human spirits in the face of disasters by
role-playing in a disaster scene;
3. 能通过核查反思，评估本单元学习目标的达成情况。 assess the achievement of the learning objectives of the unit through self-assessment.
documentary
novel
short story
TV play
film
What forms are disaster stories usually in
o 3
Assign roles
4
Act out
your story
Make brief
comments on the role you have played
Learn to
choose a disaster story
suitable for role-
Interpret the disaster
story
playing
Scene: The ship sinks and both Jack and Rose are in the ice-cold sea. ROSE: I’m so cold.
JACK: Listen, Rose. You’re going to get out of here.You’re going to go on and you’re going to make lots of babies and you’re going to watch them grow and you’re going to die an old, old lady, warm in your bed. Not here. Not this night. Not like this. Do you understand me
ROSE: I can’t feel my body.
JACK: Winning that ticket was the best thing that ever happened to me. It
brought me to you. And I’m thankful for that, Rose, I’m thankful. You must do me this honour. You must promise me that you will survive … that you won’t give up … no matter what happens ... no matter how
hopeless. Promise me now, Rose, and never let go of that promise.
ROSE: I promise.
JACK: Never let go.
ROSE: I will never let go, Jack. I’ll never let go.
Choose a suitable disaster story Interpret the story Assign roles Act out
Comment
conversational
dramatic
scene
The screenplay (剧本) of the disaster story of Titanic
Use some adjectives to describe Jack’s feelings when he was encouraging Rose.
Scene: The ship sinks and both Jack and Rose are in the ice-cold sea. ROSE: I’m so cold.
JACK: Listen, Rose. You’re going to get out of here. You’re going to go on and you’re going to make lots of babies and you’re going to watch them grow and you’re going to die an old, old lady, warm in your
bed. Not here. Not this night. Not like this. Do you understand me
ROSE: I can’t feel my body.
JACK: Winning that ticket was the best thing that ever happened to me. It
brought me to you. And I’m thankful for that, Rose, I’m thankful. You must do me this honour. You must promise me that you will survive … that you won’t give up … no matter what happens … no matter how
hopeless. Promise me now, Rose, and never let go of that promise.
ROSE: I promise.
JACK: Never let go.
ROSE: I will never let go, Jack. I’ll never let go.
Choose a suitable disaster story Interpret the story Assign roles Act out
Comment
Tips for Role-playing:
Reflect the touching spirit and rich emotions
thankful
firm
whole-hearted love
devotion
Rich emotions
Spirit
worried caring
Choose a suitable disaster story
Interpret the story
Act out Comment
A girl student: Rose
A boy student : Jack
Assign roles
Scene: The ship sinks and both Jack and Rose are in the ice-cold sea. ROSE: I’m so cold.
JACK: Listen, Rose. You’re going to get out of here. You’re going to go on and you’re going to make lots of babies and you’re going to watch them grow and you’re going to die an old, old lady, warm in your
bed. Not here. Not this night. Not like this. Do you understand me
ROSE: I can’t feel my body.
JACK: Winning that ticket was the best thing that ever happened to me. It
brought me to you. And I’m thankful for that, Rose, I’m thankful. You must do me this honour. You must promise me that you will survive … that you won’t give up … no matter what happens … no matter how hopeless. Promise me now, Rose, and never let go of that promise.
ROSE: I promise.
JACK: Never let go.
ROSE: I will never let go, Jack. I’ll never let go.
Choose a suitable disaster story Interpret the story Assign roles Act out
Comment
You can write down some
stage directions (演出说明) about tone, body language and expressions to
improve performance.
Tips: Adjust your tone to
reflect characters’ emotions
Tips: Use body language
and facial expressions
(feeling weak) Tone
(determined)
Facial expression
Tips on performance:
(trembling) Body language
Comments on Rose:
I think Rose must be very grateful to Jack for his devotion.
However, she faced up to the disaster at last, so she was also brave and perseverant.
Comments on Jack:
I played the role of Jack. He is so devoted to his beloved one as to sacrifice his life, which is very
brave and respectable. I think we should also help others selflessly.
Choose a suitable disaster story Interpret the story Assign roles Act out
Comment
Make brief comments on the role you have played.
Imagine his/her feelings or thoughts on helping others/being helped.
1. [Group work] Choose another disaster story and shoot a video of your disaster story with your group members.
2. [Individual work] Finish Self-assessment on P65 in the textbook.
Assignments
Discuss with your group members and choose a disaster story suitable
for role-playing in your assignment.
Interactive Activity
T h a n k y o u ！《高中英语（上外版）》选择性必修第二册 Unit 4 Disaster Survival
课时：第 8 课时 教学内容：Role-playing in a Disaster Scene
课型：Further Exploration 设计者：
一、教学设计与说明
1. 教学目标
本课核心目标为引导学生思考在表演灾难故事的过 程中应该考虑哪些要素，并亲自演绎、体会和评价灾难性故事，以此更进一步 地欣赏灾难情境中的人文精神。
2. 设计思路
本课为本单元的第八课时，旨在引导学生通过阅读《泰坦尼克号》的电影 剧本节选和回顾自己熟知的灾难故事， 自主思考和归纳在表演灾难故事时的考 量因素，并在演绎故事和评价角色内心情感时更好地体会到“天灾无情，人有 情 ”的人性可贵。首先，教师请学生回忆自己熟悉的灾难故事及其形式（电影、 小说、电视剧、纪录片等）。接着，教师引导学生一起阅读《泰坦尼克号》剧 本中的一个场景，并思考适合表演的灾难故事的特色。然后引导学生解读该灾 难故事中人物的内心感受和所传达的精神，从而更好地演绎这一灾难场景。最 后，小组成员表演自己的灾难故事，并点评自己的角色，揣摩其想法和感受， 同时感受灾难中的人文精神。
3. 重点难点
归纳总结表演灾难性故事时应考虑的要素；能够诠释人物内心的感受和想 法，生动地演绎出灾难性故事，并感悟人文精神。
Lesson Plan
At the end of this period, students are expected to:
1. generalize the key elements of performing a disaster story;
2. appreciate humanity and human spirits in the face of disasters by role-playing in a disaster scene;
3. assess the achievement of the learning objectives of the unit through
self-assessment.
Learning procedures:
I. Activity 1: Recollecting the forms which disaster stories are often in.
T: Ask students to recollect the disaster stories they have seen or read and the forms which disaster stories are often in. Ss: Recall the disaster stories that they have seen or read, and sort out the forms disaster stories are often in. Purpose: To elicit the students’ background knowledge; to prepare students for the further search of information.
Guided questions:
1. Have you ever seen or read any disaster stories
2. What forms are disaster stories often in
(Possible answers: a film, a TV play, a documentary, a novel or a short story, etc.)
II. Activity 2: Learning how to choose a disaster story suitable for role-playing.
T: Ask students to read the screenplay of the disaster story of Titanic and find out the important elements of a disaster story suitable for role-playing. Ss: Read the screenplay of Titanic and find out the important elements of a disaster story suitable for role-playing. Purpose: To enable the students to choose a disaster story suitable for role-playing.
Guided questions:
1. How can we choose a disaster story suitable for role-playing
2. Why is the disaster story of Titanic suitable for role-playing
III. Activity 3: Interpreting the disaster story to better act out the story
T: Ask students to read the screenplay again and use some adjectives to describe Jack’s feelings when he was encouraging Rose. Ss: Read the screenplay again and use some adjectives to describe Jack’s feelings. T: Ask students to think about the spirit conveyed in the disaster story. Ss: Summarize the the spirit conveyed in the disaster story. Purpose: To enable the students to have a deeper understanding of the disaster story and prepare them for role-playing.
Guided questions:
1. Can you use some adjectives to describe Jack’s feelings when he was encouraging Rose
2. What spirit is conveyed in the story
IV. Activity 4: Assigning roles and learning how to better act out the disaster
story
(
T: Ask students to assign
each member
a role.
Ss: Choose partners and
a role to play in the
story
of
Titanic
.
T: Ask students to think of
some tips to improve their performance in the role-playing.
Ss: Think of
some tips to improve their performance in the role-pl
aying.
T: Instruct students to write d
own stage
directions about
tone,
body
language
and
facial
expressions
based
on
their
interpretation
of
the
story
of
Titanic
.
Ss: Write down stage directions a
bout tone, body language
and
facial
expressions based
on
their
interpretation
of
the
disaster
story
.
Purpose: To help st
udents better act
out the
disaster
story.
)
Guided questions:
1. Can you think of some tips to help improve your performance in the role-playing (Possible answers: We can adjust our tones to reflect characters ’ emotions.
We can make use of body language and facial expressions.)
2. Can you write down some stage directions about tone, body language and facial expressions to better act out the story of Titanic
V. Activity 5: Rehearsing and Conducting role-playing in a disaster scene
T: Ask students to rehearse and then act out the story based on the tips and their interpretation of the story. Ss: Rehearse and then act out the story based on the tips and their interpretation of the story. Purpose: To instruct students to act out their stories based on the tips and their interpretation of the disaster story.
Guided instructions:
Please rehearse with your partner(s) and act out this part of Titanic based on the tips and your interpretation of the disaster story.
VI. Activity 6: Making comments on the roles.
T: Ask students to make brief comments on the role they have played and imagine the character’s feelings and thoughts on helping others or being helped. Ss: Make brief comments on the role they have played and empathize with the characters in terms of helping others or being helped. Purpose: To motivate the students to empathize with characters in disaster stories and appreciate humanity and human spirits in the face of disasters.
Guided question:
After acting out the disaster story, can you make brief comments on the role you have played and imagine his/ her feelings or thoughts on helping others or being helped
VII. Activity 7: Choosing another disaster story suitable for role-playing.
T: Ask students to discuss with group members and choose another disaster story suitable for role-playing to prepare for their assignment.
Ss: Discuss with group members and choose another disaster story suitable for role-playing in their assignment.
Purpose: To familiarize students with choosing a suitable disaster story and then conducting and improving role-playing in a disaster scene.
Guided question:
Can you discuss with your group members and choose another disaster story suitable for role-playing to prepare for your assignment
VIII. Assignments
1. [Group work] Choose another disaster story and shoot a video of your disaster story with your group members.
2. [Individual work] Finish Self-assessment on P65 in the textbook.上外版 高二年级 选择性必修二 第四单元 第 8 课时 学案（教师版）
课时学习目标：
1. 能归纳总结出表演灾难故事所需的关键要素；
2. 能通过演绎灾难故事，欣赏灾难中人们表现出来的人文精神；
3. 能通过核查反思，评估本单元学习目标的达成情况。
Learning activities:
Activity 1: Recollect the disaster stories you have seen or read and the forms which disaster stories are often in.
1. Answer may vary.
2. A a film, a TV play, a documentary, a novel or a short story, etc.
Activity 2: Read the screenplay of the disaster story of Titanic and find out the important elements of a disaster story suitable for role-playing.
The disaster story should be in a dramatic and conversational format. A scene is included.
The screenplay of the disaster story of Titanic Scene: The ship sinks and both Jack and Rose are in the ice-cold sea. ROSE: I’m so cold. JACK: Listen, Rose. You’re going to get out of here.You’re going to go on and you’re going to make lots of babies and you’re going to watch them grow and you’re going to die an old, old lady, warm in your bed. Not here. Not this night. Not like this. Do you understand me ROSE: I can’t feel my body. JACK: Winning that ticket was the best thing that ever happened to me. It brought me to you. And I’m thankful for that, Rose, I’m thankful. You must do me this honour. You must promise me that you will survive … that you won’t give up … no matter what happens ... no matter how hopeless. Promise me now, Rose, and never let go of that promise. ROSE: I promise. JACK: Never let go. ROSE: I will never let go, Jack. I’ll never let go. Stage directions:
Activity 3: Interpreting the disaster story to better act out the story.
1. Read the screenplay again and use some adjectives to describe Jack’s feelings when he was encouraging Rose.
Worried, caring, thankful, firm, etc.
2. Think about the spirit conveyed in the disaster story.
Wholehearted love and devotion, etc.
Activity 4: Assign roles and learning how to better act out the disaster story
1. Think of some tips to improve your performance in the role-playing.
Adjust the tone to reflect the characters ’ emotions. Use body language and facial expressions.
2. Write down some stage directions about tone, body language and facial expressions to improve performance.
I’m so cold. (Body language: trembling)
Listen, Rose! You are going to... Do you understand me (Facial expression: determined) I can’t feel my body. (Tone: feeling weak)
Activity 5: Rehearse and then act out the story based on the tips and their interpretation of the story.
Activity 6: Make brief comments on the role you have played and imagine the character’s feelings and thoughts on helping others or being helped.
Comments on Jack:
I played the role of Jack. He is so devoted to his beloved one as to sacrifice his life, which is very brave and respectable. I think we should also help others selflessly.
Comments on Rose:
I think Rose must be very grateful to Jack for his devotion.
However, she faced up to the disaster at last, so she was also brave and perseverant.
Activity 7: Form groups of 3 to 5 people and discuss with group members and choose another disaster story suitable for role-playing to prepare for the assignment.
Group members The suggested disaster story Advantages Disadvantages
Group member 1 The Day after Tomorrow dramatic conversational arousing people’s concern for natural disasters It was released in 2004 so most people are not familiar with the disaster story. ...
Group member 2
Group member 3
Group member 4
Group member 5
Assignments
1.[Group work] Choose another disaster story and shoot a video of your disaster story with your group members. 2.[Individual work] Finish Self-assessment on P65 in the textbook.
