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Whitford (Int.) Beaverton 年級水平/科目：7到9年級，語言藝術或文化意識我曾經(jīng)成功地將其運用與為七年級和九年級的學生授課上。無論是將其作為語言藝術活動，還是作為文化意識或人際關系活動，都將是很容易的事情。概述：該課程需要讓學生在課堂上觀察、短劇表演、性格寫作和表演。學生可以視他們?yōu)榻o定場景的人類觀察者。他們可能舍棄自己的品質(zhì)特性，進入別人的角色（這就是教學機會！）當想象到其他人也會對情景有反應時他們也會對情景有所反應，然后寫下來。也許你需要組織學生模擬商場，但是你不需要特別的設備或材料。意義：展開這堂課后，學生就開始明白怎么觀察、分辨，有時怎么根據(jù)行為和外表判斷他人。目標：這個課程可以幫助學生更好地從文學和人類功能的角度觀察和闡述觀點，給他們上一節(jié)重要的課程，這個課程就是關于如何理解相同條件下的不同觀點的。資源/素材：這個活動僅僅需要一個活動房、想象力和一本厚書。（也可以臨時加個麥克風）活動和程序： 1. 要求學生列出周六下午在大型商場看到的不同類型的人（一家人、小朋友、保安和保管人員、文員、退休人員、“商場散步者”、兜攬生意的人），在黑板上列出盡可能多的類型。 2. 讓學生選擇一個角色，想象這個角色在商場里會做什么。然后為適應活動將你的教室調(diào)整為商場情形，讓學生真實地模仿他們的角色。鼓勵學生真實投入角色。 3. 在學生短劇表演進行兩分鐘后（要確保他們完全理解了他們正在做的事情）。將最厚的書丟在教室地板上。向?qū)W生解釋說剛剛發(fā)生了大爆炸。讓學生回到座位，從他們所扮演的角色的角度寫剛剛發(fā)生了什么事情。 4. 給學生五到十分鐘時間寫作，然后讓他們組成小組，互相讀他們的作文。每組都要從小組中選出“最好”或最有效的作文。 5. 從班里選出學生做電視采訪，表演《路上行人》，采訪所有被選中的作者。（我通常會選擇寫作最不成功的學生充當采訪人。） 6. 然后將要討論你所關注的寫作角度。綜合結(jié)果：這個活動不但是一種教授文學的、積極有趣而又具有創(chuàng)造性的方法，還可以幫助學生明白如何看待他人以及不同的人對待相同事物的不同觀點。雖然這樣的假設有些偏見（假設大部分學生都去過商場），但是這樣的設計可以通過調(diào)整創(chuàng)設一個環(huán)境，讓學生“站在他人的角度學習新觀點”。英文原文： TITLE: Lets Go Shopping AUTHOR: Gary Miller; Whitford (Int.) Beaverton, OR GRADE LEVEL/SUBJECT: 7-9; Language Arts or Cultural Awareness I have used it successfully with 7th through 9th grade students. It may be presented as a language arts activity but could easily be presented as a cultural awareness or human relations activity. OVERVIEW: This lesson involves observation, role playing, writing in character, and presentation to the class. Students will visualize themselves as an observer of humanity in a given situation. They will be stepping out of their own character and into the character of someone else (what an opportunity to teach Reach!). They will react to a situation as they imagine someone else might and then write about it. Your classroom may need to be reorganized to simulate a shopping mall, but you need no special equipment or materials. PURPOSE: As this lesson unfolds, students will begin to understand how they observe, identify, and sometimes judge others by behavior and appearance. OBJECTIVE(s): This lesson will help kids become better observers, demonstrate point of view as a literary and human function, and teach them an important lesson about how to understand differing perspectives in the same situation. RESOURCES/MATERIALS: The only materials required for this activity are a flexible room, imagination, and a very heavy book. (a microphone can be improvised) ACTIVITIES AND PROCEDURES: 1. Ask students to list the different types of people they might see at a large shopping mall on a Saturday afternoon (families, kids, security and custodial people, clerks, retired people, mall walkers, people canvassing, etc.) List as many as possible on the board. 2. Have the students choose one character and visualize what that character might be doing at the mall. Then adjust your classroom to accommodate movement and have the kids actually simulate their characters by turning the room into the shopping mall! Encourage the kids to really get into their roles. 3. After the students have been role playing for about two minutes (just make sure they are completely absorbed in what they are doing), slam the heaviest book in the room down on the floor. Explain that a huge explosion has just occurred. Instruct the students to return to their desks and write what just happened from the point of view of the character they are pretending to be. 4. Allow five to ten minutes for writing and then ask students to meet in small groups to read their writing to each other. Each group should choose the best or most effective writing from their group. 5. Select a TV interviewer from the class and stage a MAN ON THE STREET interview with all of the selected authors. (I usually choose one of my least successful writers as the interviewer) 6. Discussion may follow concerning point of view writing. TYING IT ALL TOGETHER: In addition to being an active, fun, and creative way to teach a literary element, this activity helps students to see how they look at others, and how different people might have differing perspectives on the same experience. While some what slanted culturally (in that it assumes most kids have access to and would go to a shopping mall), the format allows for modification and adjustment to create an environment where students might enjoy the privilege of walking a mile in someone elses moccasins and learning a new point of view.<script>s("content_relate");</script><p>【英語教案：讓我們?nèi)ベ徫锇伞肯嚓P文章：</p><p><a target="_blank" href="http://m.dameics.com/w/212630.html" title="讓我們行動吧作文">讓我們行動吧作文</a><span>09-07</span></p><p><a target="_blank" href="http://m.dameics.com/zuowen/huatizuowen/20240519074737_8208978.html" title="高考滿分話題作文：請讓我們摔跤吧！">高考滿分話題作文：請讓我們摔跤吧！</a><span>05-19</span></p><p><a target="_blank" href="http://m.dameics.com/zuowenku/322316.html" title="去超市購物作文">去超市購物作文</a><span>02-03</span></p><p><a target="_blank" href="http://m.dameics.com/zuowen/riji/20220118201041_4688208.html" title="去超市購物的數(shù)學">去超市購物的數(shù)學</a><span>05-01</span></p><p><a target="_blank" 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