“双减”下，如何将英语语言教学与教育戏剧相结合？

l stories. I want to be King of Stories!

Nyame

( ) OK, you can be King of Stories if you bring me the Hornets with their sting like fire, and Leopard with his big sharp teeth and Snake with his poisonous bite.

Narrator

Anansi knew that the Hornet, Leopard and Snake were the most dangerous creatures in the forest and they would be difficult to catch, but Anansi wanted to be King of Stories so badly that he agreed.

Anansi

( ) OK, I’ll do it!

( ) How am I going to catch those three and bring them back to Nyame! I am not the strongest or the most fierce animal and I am not very brave ...

Chapter 2

*括号三处填写精神状态，简介顶部工序第6步

Anansi

( ) I will just have to use my skill, my wit and my cleverness to catch them out!

Narrator

Anansi went to fill a calabash with water. Then he made his way to the big tree where the Hornets live.

Hornet

( ) We are Hornets. We are one of the most dangerous creatures in the forest.

Narrator

When he was dripping wet, Anansi climbed up the tree and sat above the Hornets’ nest and poured some more water onto the big banana leaf.

Hornet

( ) It’s raining! It’s raining!

Anansi

( ) Come and take shelter in my calabash! It’s nice and dry in there!

Hornets

( ) Let’s fly out of our soaking nest at once. Let’s fly into Anansi’s empty calabash.

Narrator

Anansi quickly plugged the hole with the banana leaf

Hornets

( ) No, we can not get out. It is Anansi’s trap.

Anansi

( ) Got you!

三

剧作分析

①的学生发表意见的学生对爱情故事确实的理解，并背著领的学生讨论以下流行文化。

Discussion（无标准答案）

● Why did Nyame ask Anansi to catch fierce animals?

● What do you think of Anansi? Do you think he is clever/wicked/... ? Why?

● Why did Anansi want to be King of Stories?

● Which trick of the three do you think is the cleverest?

● Why do you think Hornets would get caught?

● Why do you think Leopard would get caught?

● Why do you think Snake would get caught?

②“坐针毡” 活动：的学生扮演 Anansi 并问道的学生们的问题，目的让孩子非常深层次地了解 Anansi 这个剧中。

四

第二语言名词

Grammar Focus

comparative and superlative

①再三的学生用形容词说出剧作中的各种食肉动物的优点（可以常用篇文章的名词），如 strong, long, weak, fierce 等。

②再三的学生从剧作中的找到前缀或最高级的结构以及所在的短语，并间歇朗读：

the most dangerous (1), the strongest (1), the most fierce (1), more (4), deeper and deeper (4), closer (5), longer (6), shorter (6), stronger (6), weaker (6)

③再三的学生用前缀或最高级的短语对剧作中的的各种食肉动物开展对比。

④游戏Comparative Dice：

Choose 6 animals from students’ homework

and write them on the blackboard.

Roll the dices. Compare two or three of the animals.

（中有：在前一课时中的提早要求孩子们准备一些自己喜欢或熟悉的野兽名）

五

了了

①Homework：

Think of another fierce animal and think of a tricky way to catch it. Write it down or draw it. The best idea will be added into the play.

②第二课时中的紧密结合第二语言环节先潜移默化准备的食肉动物名及形态开展深造。

③再三孩子们对每种食肉动物加入到剧作中的的合理性开展阐明；根据描述，组织投票，票数最高的食肉动物加入剧作，作为阿斯塔所需抓的第四种食肉动物。

④的学生思考并讨论如何用诡计来抓到比阿斯塔强大的食肉动物。

⑤紧密结合第二语言环节，再三的学生用前缀建句，选出可以用在可选爱情故事情节中的的短语；将的学生建的短语编写到可选剧作爱情故事情节中的，并和的学生一起收尾结尾了了。

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