* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download UNIT 7 LET`S GO TO THE THEATRE
Document related concepts
LulyU7 TB NME 5new Approbation 1 UNIT 7 LET’S GO TO THE THEATRE LESSON 1 WHAT’S ON? Communication objectives Pp will be able to understand information on a theatre ticket to choose a play from theatre ads and justify their choice to book theatre tickets Educational objective Pp will try acting out different characters Vocabulary New Active: row, seat, to be on Passive: mermaid, Welsh Revision: Ancient Greece Structures Revision: Let’s and would like for inviting, Can I have for requests, Here you are, You’re welcome. Skills development Pp will practise reading for gist and for detail listening for specific information inviting and accepting / refusing an invitation politely Materials: comedy and tragedy paper masks; copies of theatre tickets (see Photocopiable materials p. XXX) Warm-up Ask Pp about the part that theatre plays in their lives: if they ever go there, how often, if they like acting, what theatre they have been to, if they belong to a drama club, etc. Explain that in this lesson they are going to learn some eciting things about theatre. 1a Class, pairs. To practise inviting to the theatre. Tell Pp to read the conversation and intorduce the phrases. Practise saying them and ask Pp to learn them. 1b Pairs, class. To practise acting out characters of comedy and tragedy. a) Ask Pp to look at the masks and elicit what feelings they show. Tell Pp a few facts from the history of comedy and tragedy masks (see WB). b) Distrubute the masks and tell Pp that they are going to practise acting out sad an happy characters. Explain that to make a character look happy it is more important how you say the words, not just what words you say. Demonstrate this using some phrase, e.g. Good morning. LulyU7 TB NME 5new Approbation 2 c) As a technique suggest that while acting a happy character Pp remember an event from their life when they felt really happy, e.g they were given a nice present, they got a five for their test, etc. d) Invite Pp to put on a comedy mask and act out the dialogue in Ex. 1a. e) Then ask them to remember an event from their life when they felt really sad, e.g. they lost something, they broke something, their dog ran away, etc. Tell them to remember their feelings and ask them to act out the same dialogue as if it were a tragedy. f) Ask one P in each pair to “wear” a comedy mask and the other a tragedy one and act out the dialogue again. Invite a pair of volunteers to perform the dialogue while wearing paper masks. 2a Individual, class. To practise reading for gist and for detail. a) Ask Pp to read an internet site about what’s on at the theatre and choose a play to see. b) Elicit the name of the best play for each child and ask Pp to explain why they think the children will like it. Key: 1 Max would like to see The Bear that wasn’t there. 2 Jane would like to see Howell and the Mermaid. 3 Aigul would like to see Midas the King. 4 Thomas would like to see Punch and Judy. 5 Dima would like to see A Robot Father. 2b Class, pairs. To practise inviting and accepting / refusing an invitation politely. a) Ask Pp if they would like to see a play from the list (name a play) and elicit yes / no answers. Practise saying I’d love to and No, thanks. b) Ask Pp why they would / wouldn’t like to see that play. c) Ask Pp to choose a play they want to see and to invite their partner to see the play together. Drill saying Would you like to see …? cueing Pp with the names of different plays. 3a Individual, class To practise interpreting information on a theatre ticket. a) Tell Pp that once they have chosen a play to see the next thing to do is to buy tickets. b) Tell Pp that now they are at the box-office. Focus their attention on the plan of the theatre, look at the ticket and find the seat on the plan. Ask if they think it is a good seat. c) Tell PP to look at the ticket and complete the dialogue. Suggestion: With a weaker class before completing the dialogue you might want to ask the following questions: a) What is the name of the show? b) What time does it start? c) What is the name of the theatre? d) What date is the show on? e) Where is the seat? f) What is the seat number? g) How much is the ticket? 3b [Cassette icon] Individual, class. To practise listening for specific information. LulyU7 TB NME 5new Approbation 3 a) Tell Pp to listen to the conversation and check their answers. Play the cassette. Check with the whole class. b) Practise saying the most difficult words and phrases. LulyU7 TB NME 5new Approbation 4 Tapescript Can I have two tickets for A Robot Father? Max: Clerk: Sure. What time? At 2 o’clock. Max: Clerk: Let me see. Is row 7 OK? Yes, that’s fine. Somewhere in the middle please. Max: Clerk: Here you are. That’s 10 poinds please. Thank you. Max: Clerk: You’re welcome. Key: 1 A Robot father 2 two o’clock 3 seven 4 ten 3c Pairs. To practise buying theatre tickets. a) Tell Pp that they are going to role play selling and buying tickets. b) Divide the class into A’s and B’s, put them to pairs and hand out tickets. c) Ask Pp to find their role cards, read task 1 in the corresponding card and start playing. Pupil A talks to Pupil B, completes the ticket and gives it to Pupil B. Walk around, monitor and help if necessary. d) When Pp have finished step (c), tell them to read task 2 and follow the same procedure as in step (c). Suggestion: With a stronger class you might want to encourage Pp being more creative by acting out characters that are in the following situations: 1 you are in a hurry 2 you’ve got a bad cold 3 you are in a good / bad mood, etc 4 Homework. To provide written consolidation and to personalise the language of the lesson. Discuss with Pp what theatres there are in their area and how to find out what is on at the local theatres. Elicit the names of newspapers, magazines or internet sites where they can find this information. Encourage Pp to read the instruction and the example and make sure that they understand everything. LulyU7 TB NME 5new Approbation 5 UNIT 7 LET’S PLAY THEATRE! LESSON 2 THE BEAR THAT WASN’T THERE Communication objectives Pp will be able to cheer up a scared person talk about their fears Educational objective Pp will learn some facts about the scouting movement become aware of the play as a text type Vocabulary New: Active: careful, character, scout, deep in the forest, safe, silly, stars, vegetarian, watch out for Passive: character, playwright, scene, title Revision: be scared of, fire, forest, moon, sleeping bag, stars Structures Revision: imperatives Skills development Pp will practise rhythm and intonation in chants listening for gist reading for gist talking about fears Materials: old newspapers or large (50X60) squares of paper to make hats a mask of a bear Note: Starting with this lesson and in the next three lessons that follow there are drama tips next to the activity where Pp are asked to act out the play. Before Pp act out the play of the lesson, draw their attention to the tips in the box and read them out. Translate if necessary. Do the same in the next three lessons. Warm-up a) Tell Pp that in the next four lessons they are going to act in four different plays. By doing this they will learn a few things about acting. Tell Pp that every time before rehearsing the play actors have a warm-up to help them to understand their characters better. Background information for the teacher Nowadays actor is used for both males and females. b) Tell Pp that the first play is going to be about scouts and a bear. Ask Pp what they know about scouts. Elicit answers / provide the information yourself (See WB). Background information for the teacher In the past boys were boyscouts and girls were girl guides but nowadays both boys and girls are called scouts. So the word boyscout is not quite right. LulyU7 TB NME 5new Approbation 6 c) Tell them that today they are going camping deep in the forest, together with a group of scouts. Ask Pp if they are scared. Deep in the forest they can meet wild animals: snakes, wolves or bears. d) Tell Pp that scouts wear a uniform and they wear a special hat when they go camping in the country. Suggest making such hats from newspapers. Tell Pp to clear their desks and give out old newspapers. Follow the instructions given below. Make a hat for yourself and while making it ask Pp to do what you are doing. Then let them make hats for themselves. Talk through each stage carefully, showing and repeating the instructions as many times as necessary. [A/w TB: Pictures with instructions under them on how to make a paper hat. A copy of the page from Drama with children by S. Phillips (OUP, 1999, p. 63) is provided. // Небольшие картинки, иллюстрирующие изготовление бумажной шапки для скаутов. Образец прилагается автором. ] 1 Fold the square in half. Open it out again. This marks the centre of the square. Then fold the square in half the other way. 2 Fold the sides to the middle. 3 Put your index finger into corner X. Pull fold A over and down to meet fold B. 4 You should end up with a ‘house shape’. 5 Do the same on the other side. 6 Fold the flaps to the back. 7 Fold the corners to the middle (in front and behind). 8 Fold the triangle. 9 Open out the hat 1a, 1b Pairs, class. To personalise the topic of the lesson. a) Tell Pp to read the questions and allow a minute to discuss them in pairs. Elicit the answers. You are most likely to get ‘no’ answers. e) Ask Pp to answer the same questions again but pretend they are feeling scared. Don’t be afraid to demonstrate fear yourself by using appropriate facial expressions and body language. Ask Pp to act out fear. Point to those Pp who are good at it and comment on their body language. Ask Pp to remember a situation when they were really scared. Ask them to remember what they had been doing before they got frightened. Suggest Pp stand up and act out the following sketch: You are walking in the forest alone. You hear the leaves rustling as you walk and birds singing. You are not scared of anything. But it’s getting darker and darker and there’s no moon or stars, only dark-dark clouds in the sky. Now it’s very dark and you can’t see anything. You continue walking but you stumble and fall down into a hole. You fall onto something warm and you understand it is an animal. You scream, “What’s that?” 1c Class, pairs. To practise talking about fears and comforting a scared person. While doing this activity Pp will develop a kind of sketch. This will help them to prepare for performing the play at the end of the lesson. LulyU7 TB NME 5new Approbation 7 a) Tell Pp, Don’t be scared! Don’t be silly!There’s no reason to be scared. There are no snakes here. There are no bears here. b) Practise saying these lines with the whole class and tell Pp to comfort their partner working in pairs. Suggest patting their partner on the shoulder or holding their hand while trying to comfort them. 2a Class. To paractise listening for gist. a) Tell Pp to loosk throught the pictures and elicit what they can see there to make sure that they know the necessay vocabulary. E.g. What are these children? Where are they? What do they look like? Who’s that man? What is he saying to the scouts, etc. Make sure that Pp know such words as forest, bear, fire, sleeping bags. b) Play the tape and ask Pp to give the right order of the pictures. Tapescript: Scene 1 1 Leader 5 Scout One Scout Two Chorus 10 Leader 15 Scout One Chorus 20 Leader Scout Two Chorus 25 Leader Scout One Leader 30 Chorus Scene 2 35 Leader Deep in the forest, away from home. Isn’t it fine? I’m scared. Me, too. We’re scared Away from home, Deep in the forest, We’re scared. Don’t be silly. You’re safe in the forest. There’s no reason to be scared. Mama said to be careful, Mama said to watch out. Watch out, watch out, Mama said to watch out. Mama said to be careful, Mama said to watch out. Watch out? For what? Snakes and bears. Snakes and bears, Snakes and bears. Mama said to watch out. Snakes and bears? There are no snakes or bears here. NO? Are you sure? Of course I’m sure. No snakes, no bears. No snakes, no snakes, No bears here. No snakes, no snakes, No bears here. Now, close your eyes and go to sleep. Remember, NO bears. LulyU7 TB NME 5new Approbation Chorus Scene 3 40 Leader Chorus Scene 4 45 Leader 50 Chorus Scene 5 Leader Chorus 55 60 Leader Chorus Bear Leader Bear Chorus 65 Leader 70 Bear Leader Bear 75 Chorus Scene 6 80 Bear Close your eyes and go to sleep. No snakes, no snakes, no bears. Look at that. They’re sleeping. The sweet little scouts are sleeping. Sleeping, sleeping. The sweet little scouts are sleeping. Where’s the moon? Where are the stars? It’s very dark tonight. Where’s the moon? Where are the stars? It’s very dark tonight. Oh, what’s that over there? What’s that? What’s that? What’s that over there? Is that a man over there? A man over there? I’m not a man, I’m a bear. I’m a bear that wasn’t there. What? A bear? I’m the bear that wasn’t there. You said there were no bears here. Well, I’m the bear that wasn’t there. He’s the bear. He’s the bear. He’s the bear that wasn’t there. I’m scared. I’m scared. Deep in the forest, I’m scared. Don’t be silly. You’re safe with me. There’s no reason to be scared. You don’t eat scouts? Who me? Eat scouts? I don’t eat meat, I’m a vegetarian bear. He doesn’t eat meat. He doesn’t eat scouts. He’s a vegetarian bear. Go back to sleep. Close your eyes and go to sleep. 8 LulyU7 TB NME 5new Approbation Chorus 85 9 You’re safe with me in the forest.. Go back to sleep, Go back to sleep. You’re safe with him in the forest. 2b Class. To introduce a play ar a types of text. a) Ask Pp to look at the play and indentify its parts. Translate the names of the parts if necessary. b) Elicit answers. 2c Individual / pairs, class. To raise Pp’s awareness of the structure of a play as a text type. a) Explain to Pp that a play is usually divided into scenes, i.e. parts when there is a new situation in the play. In this play there are six scenes, each of which corresponds to a picture in this lesson. Ask Pp to read carefully the text and divide it into scenes using the pictures. Let them do it individually or in pairs. Allow about four minutes to do it. b) Tell Pp that they are going to check their work. Play the tape again scene by scene, stop after each scene and focus Pp attention on the new words and expressions. Translate if necessary: Scene 1: deep in the forest, silly, safe, there’s no reason, careful, watch out. Scene 2: remember Scene 3: the moon, the stars, it’s very dark tonight Scene 4: over there Scene 5: vegetarian Scene 6: go back to sleep 2d Individual, class. To practise rhythm and intonation. a) Read out the lines of the leader / Play the tape line by line and ask Pp to repeat after you / the tape. Focus on the rhythm and intonation. Ask Pp who wants to be the scout leader. b) Encourage volunteers to read the lines of the leader and choose the best actor for this role. c) Do the same with the other roles (Scout One, Scout Two, and the Bear) and distribute the roles among the Pp. 3 Class. To prepare for the perormance. a) Arrange an open place for the ‘stage’. b) Ask Pp to come to the stage. Help the actors to find themselves a good place on the stage. The rule is: everybody must be seen and heard by the audience and there should be enough room for each actor. c) Allocate some space for the chorus and ask the chorus people to arrange themselves into rows so that the shorter Pp stand in front. d) Ask Pp to read some of their lines to make sure that they are standing in the right place and that they say their lines facing the audience. e) Allow some time for Pp to practise reading their lines. Monitor and help. 4 Class. To perform the play. Give the mask of the bear to the P who is playing this part. Ask the other Pp to put on their paper hats and read aloud the play from the beginning to the end. Applaud at the end of the play and encourage everybody to join you. With the whole class applaud every actor and the chorus. LulyU7 TB NME 5new Approbation 10 Suggestion: With a bigger class you might want to split it into two groups so that each group could perform the play. 5 Homework. To provide written consolidation of the target language. Elicit phrases Pp will need to use to write their notes and assign the homework. Suggestion: a) You might want to use this play to make a shadow puppet theatre and put on a shadow play . You will need a large cardboard box, some crepe paper, wide sticky tape, and a lamp for a shadow puppet theatre. b) Take a large cardboard box. Cut out one of the biggest sides, cut a hole in it and make a screen by sticking white or coloured crepe paper over rhe hole. Attach the screen to the back of a chair with wide sticky tape. Set a lamp behind the screen. [A/w TB: A picture illustrating how to make a shadow puppet theatre a photocopy is provided. // Схема, показывающая как сделать кукольный театр теней. Образец прилагается. ] (from Drama with Children by Sarah Phillips OUP 1999 p. 64) a) Make shadow puppets using the puppet figures in the photocopiable activities. Or ask Pp to design their own. You will need figures of the scout leader, two scouts and the bear. Use a piece of fabric to make a tree shadow by attaching it to a side of the box. b) You can either copy the figures on thin card or glue paper copies onto card. Give out the photocopies of the puppets. Tell Pp to cut out the figures and either glue cardboard sticks or fix plastic cocktail straws with sticky tape to the back of the puppets. c) Set up the theatre and show Pp how it works. Continue with Ex. 3. LulyU7 TB NME 5new Approbation 11 UNIT 7 LET’S GO TO THE THEATRE LESSON 3 A ROBOT FATHER Communication objectives Pp will be able to say what someone does, using the present simple Educational objective Pp will learn to appreciate family relationships become aware of the components of a play Vocabulary New: Active: fix stuff, program Passive: design, bodyguard, effective, multitalented, unrealistic, stage directions Revision: fight, fun, help with, hop, hug, kind Structures Revision: V(s) Skills development Pp will practise reading for specific information talking about family relationships rhythm and intonation 1a, 1b Individual, class. To help Pp understand the characters of the play. a) Tell Pp that because their play for today is about a robot, they are going to practise being a robot. b) Ask Pp to read the words and divide them into rhyming pairs. Read aloud the beginning of the rhyme and ask Pp to continue it. c) Ask Pp to demonstrate how a robot moves. Choose the best “robot” in class and ask that P to demonstrate the movement for everybody to imitate. d) Ask Pp to mime the actions in the rhyming pairs like a robot. Again point to the best “robot” and ask the other Pp to follow that P’s movements. Here are some ideas for miming movements in case Pp feel shy about acting. Rhyme word Actions think Lift arm stiffly and point to head drink Mime lifting a cup to your mouth in two sudden movements walk Walk with straight legs and arms talk Talk with a mechanical voice write Mime writing with stiff movements fight Lift fists and punch the air with stiff movements hop Stand on one leg and jump into the air with very straight arms and legs stop Stop very suddenly (from Drama with Children by Sarah Phillips OUP 1999, p. 30) In case your Pp feel shy, demonstrate the movements yourself and ask Pp to mime the actions in the whole rhyme like a robot. LulyU7 TB NME 5new Approbation 12 2a Class, pairs. To revise the 3rd person singular present sipmle. a) Tell Pp that they play they are going to act out today is about a Robot Father. They already know how a robot does things. Now they are to say what a Robot Father normally does. b) Elicit what verb form they need to say about things another person does (Vs). c) Put Pp to pairs and let them make up their sentence. Allow about three minutes for that. In a weaker class you might want Pp to do this task in writing. d) Check the answers. This stage can be organised as a competition between pairs. In turn pairs say their sentences. The winner is the pair who gives the last sentence. 2b Groups, class. To practise using the vocabulary. a) Put Pp to groups of four or five and ask them to decide on three most important functions for a father. Tell them to write a list starting with thei most important. b) Allow two minutes for Pp to discuss and ask a P from each group to write their list on the blackboard. Encourage Pp to compare the lists an say whether they are the same or different. 3a Class. To introduce the play as a text type. Ask Pp to look at the play and indentify its parts: (1) the title of the play; (2) the playwright’s name; (3) the list of characters; (4) the dialogue (the words that characters say); (5) the stage directions (they show what the characters do and how they feel). Elicit what helped them to find these parts. Use Russian or English depending on the level of your class. 3b Individual, class. To practise reading for specific information. a) Ask Pp to read the play and answer the questions. Elicit answers. b) Tell Pp to add to their list of functions and and encourage them to share with the class. Background information for the teacher: Program is spelt with one m when we talk about computers in BrE. 4a Individual. To prepare Pp for the performance. a) Ask Pp who would like to act the professor. Ask these pupils to read and act out the lines that the professor says and choose the best actor for this role. (Girls are welcome to play the professor too!) b) Ask who wants to be the robot and invite those Pp to act out the rhyme from Ex. 1. Choose the best robot. c) Distribute the kids’ lines among other Pp and encourage everybody to participate by naming a function to program in the robot father. d) Allow about three minutes for Pp to practise their lines. Walk around and provide help with saying the lines if necessary. 4b Class. To practise acting out. If possible, arrange the chairs in a semicircle around the place that you allocate for the stage. Invite the actors to come to the stage and greet them with applause. Take a seat among the audience and watch the play. Let Pp read their lines aloud and don’t insist on memorising the lines. LulyU7 TB NME 5new Approbation 13 Suggestion: To add more theatre spirit to the acting-out stage of the lesson you might want to use some simple prompts such as a pair of glasses, a cap and a gown for the professor; a headband with antennae for the robot; soft toys as pets for the audience. If time purmits, suggest using another title for the play, e.g. a robot mother a robot friend a robot teacher a robot grandmother Elicit what functions this new robot has. Appoint a new professor and a new robot. Ask everybody to practise their lines, walk around and help with changing the lines. Act out the play again. 5 Class. To practise talking about family relationships. Ask the question and elicit answers. You might want to have this discussion in Russian. 6 Homework. To provide written consolidation. Explain and assign the task. LulyU7 TB NME 5new Approbation 14 UNIT 7 LET’S GO TO THE THEATRE LESSON 4 HYWEL AND THE MERMAID Communication objectives Pp will be able to write a script for a short story Educational objective Pp will be aware of some aspects of the art of drama Vocabulary New Active: calm, draw a net, kiss goodbye, mermaid, net, shore, wave Passive: lines, narrator, quotations marks, row, speeches Revision: fisherman, rock, storm Skills development Pp will practise listening for gist reading for detail writing a script Materials: you might need cello tape. Warm-up With books closed, Pp listen to the tape and say what they hear. They may use their mother tongue. Introduce mermaid, wave. Tapescript: Sounds: Sea waves rolling. A girl singing in Welsh. A sea storm and wind houling. A wooden ship creaking in the wind. 1 Class. To introduce new vocabulary. a) Ask Pp to open the books and find the words in the pictures. b) Practise saying the words. 2a Individual, pairs. To practise predicting the content of listening from visuals. a) Ask Pp, What do you think the story is about? Elicit their answers in English or mother tongue. b) Ask Pp to put the pictures in order and compare their answers in pairs. This listening can be also done with the help of ICT, see Teacher’s Disk (TD) Unit 7 Lesson 4 Equipment: teacher-operated computer, digital projector. LulyU7 TB NME 5new Approbation 15 2b Individual, class. To practise listening for gist. Ask Pp to listen to the story and check if they were right. Tapescript: Narrator: Once upon a time, there was a fisherman called Hywel. One day, when he sat on the rocks, he saw a very beautiful mermaid with long hair. She sat on a rock and sang a nice song. Her name was Modlen. She didn’t notice Hywel at all. "I must take her home," he thought. Hywel took her in his arms and ran to his boat. The mermaid said, "Let me go! Please, let me go!" But Hywel didn’t listen to her. Hywel took the mermaid home. He gave her food and water but she was sad. Hywel’s friend said, ”Let her go”. But Hywel didn’t like the idea. "She can bring you bad luck if you don’t let her go," his friend said. The mermaid lived in Hywel’s house for a long time. She became very thin. "Oh Hywel, please let me go home," she asked him. "I can help you if you are ever in danger at sea." So Hywel agreed to let her go. He took her to the sea and kissed her goodbye. "I will call your name three times if ever you are in danger," said Modlen. Many years passed by, but Hywel never forgot about Modlen. Then one evening when he was out fishing, he saw Modlen in the sea. "Hywel, Hywel, Hywel! Draw your net!" she cried. The sea was calm and there were no storm clouds in the sky. But Hywel went home. The fishermen laughed at him. Suddenly a big storm started. There were big waves and rain. "Thank you, Modlen the mermaid,” said Hywel. He was now happy. Answer key: A B G F C D 3a Individual / Pairs, class. To practise reading for detail. a) Ask Pp to read the story and match the paragraphs and the pictures. Do the first two pictures together with the class. Elicit the meaning of draw your net and clear up any other vocabulary problems. b) Before checking, let Pp compare their answers in pairs. Ask: Which paragraphs have no picture? (There are no pictures for paragraphs 2 and 6.) Answer key: 1A 3B 4G 5F 7C 8D 3B Individual, class. To raise Pp’s awareness of a script as a text type. a) Ask Pp to read the story again and answer the questions. Allow Pp answer the questions in pairs first. Elicit the answers in English or mother tongue. b) If necessary help Pp to identify the roles in the story. Explain that the characters’ words appear in the story inside quotations marks, while the narrator’s words are not in quotation marks. Possible answers: 1 2 3 4 The story has a happy ending. / The mermaid saved Hywel. Etc. The main characters (Hywel, Modlen, Hywel’s friend) and the fishermen. Eight scenes. Not in quotation marks. LulyU7 TB NME 5new Approbation 16 This exercise can be also done with the help of ICT, see Teacher’s Disk (TD) Unit 7 Lesson 4 Equipment: teacher-operated computer, digital projector. 4a Groups. To practise writing a script. a) Tell Pp that they are going to write a script. Divide them into groups so that each P in each group has one or two or three paragraphs to do. b) Explain that every P in the group must take part in the performance, so there should be a role for every P. There may be two or more narrators. The narrators can switch with each new scene. There can be one narrator who introduces the story with the title and the author. They can think of silent characters. Stories often have minor characters without speeches, or Pp may add speeches for them, e.g.: Fishermen say, Hey, Hywel! Are you afraid of the rain? Where’re you going? Pp can also make cuts and changes in the story that will make the script livelier, simpler to understand, or easier to perform, e.g.: cut all the lines that say he said or she said; long descriptions can be shortened or even removed; cut minor characters or scenes. c) Let Pp decide what part of the script (what paragraph) each Pp writes. Set five to seven minutes for Pp to write their parts of the script. Keep reminding that scripts should be neat and easy to read. There should be a blank line after each speech. d) Set about three minutes for groups to read aloud the parts of the script and discuss them. Encourage Pp to use English while discussing the text. Use cello tape to joint the parts into one script. e) Let Pp decide what role each P plays. Make this stage short. If necessary appoint actors yourself. f) When groups are ready, tell each P to copy his / her speeches on a slip of paper. Ask one of the Pp to hold the script and prompt the order of speeches is someone forgets. 4b Groups, class. To prepare Pp for performance. a) b) c) d) e) Tell Pp that they are going to learn more drama tips to help them to perform better. Revise the tips from Lessons 2 and 3. Ask Pp to read the new tips and discuss them in English or Russian. Set another five minutes for groups to rehearse their plays. Monitor the activity and provide help, if necessary. Remind the narrators to give the actors enough time for their actions. Tell Pp that at the end of a play, the last words are spoken slowly and with rhythm, so the audience knows the story is over. Remind Pp that when the story is finished, the readers freeze for a long moment to show the performance is over. Then they close their scripts, face the audience, and bow all together. 4c Groups. To practise acting out. a) Ask Pp to perform their scenes group by group. Announce which group performs now. b) After the performances, discuss with the class their experiences, Why did you like it or not like it? Were you happy with your acting? Did you talk loudly? Did you face the audience? (Use drama tips in Lessons 2-3) 5 Homework. To practise script writing. LulyU7 TB NME 5new Approbation 17 Tell Pp that they have two options for their homework: they may either choose a scene from the story and write a script or do the exercises in the Workbook. Reminder: Ask Pp to bring washable felt-tip pens, strips of white and red coloured paper, glue and scissors for the next lesson. UNIT 7 LET’S GO TO THE THEATRE LESSON 5 PUNCH AND JUDY Communication objectives Pp will be able to understand the humour of punch lines Vocabulary New: Active: knock down, hit, stick, throw away Passive: arrest, knuckle, make a fool of sb, sausages Educational objective Pp will learn about a traditional English puppet show Structure Revision: imperatives, present simple for describing the plot of a story Skills development Pp will practise listening for gist reading for gist, detail and specific information writing a beginning of a play Materials: washable felt-tip pens, strips of white and red coloured paper, glue, scissors Warm up Ask Pp if they often watch TV, cartoons or go to the cinema. Ask Pp what they think children watched when there was no TV or cinema. Elicit answers. Background information for the teacher Punch and Judy is a traditional puppet show for children, in which the main character, Mr Punch, fights with his wife, Judy, in a way that is intended to be humorous. Punch is an ugly character with a long hooked nose and a strange high voice. He enjoys hitting people, especially Judy and their baby, with his stick. Other traditional characters in the show are a policeman and a crocodile. Punch and Judy shows are traditionally perfomed on beaches in England in summer. From Longman Dictionary of English Language and Culture (2000) LulyU7 TB NME 5new Approbation 18 1 Individual, class. To practise reading for specific information. a) Tell Pp to look through the text and elicit answers. b) Ask Pp if they have ever seen or heard about Petrushka. c) Encourage Pp to compare Punch’s and Petrushka’s clothes and appearance and ask them if they see anything in common between them. 2a Individual, class, pairs. To practise listening for specific information. This activity will also help to introduce the spirit of the show and model acting. a) Tell Pp that they are going to listen to the beginning of a traditional Punch and Judy show. b) Explain that Punch always makes fun of the public and calls everybody names. Ask Pp to listen to the play and fill in the gap with a word that Punch uses to address the public. c) Play the tape and ask Pp to follow the play in their books. Tapescript (pops up and dances about clapping and bowing. singing "rootitootooit!"): Punch: Oh hello everybody, well, every banana. Judy! Judy! Where are you? Come here, my dear. Oh Mister Punch, I’m here. Are you hungry, Mister Punch? (Punch nods) Judy: OK then, do you like knuckle sandwiches? (Punch nods again) OK. Here you are. OK. OK. I can look after the baby. Punch: d) Elicit the answer (banana). Explain that it also means a crazy and silly person. e) Translate the word knuckle (суставы пальцев, ударить кулаком) and ask what Judy means by knuckle sandwiches. Background information for the teacher Knuckle is also a piece of meat including the lowest joint of the leg. 2b Individual. To practise reading for gist. a) b) c) d) While doing this activity you will also prepare props for the show. Ask Pp to read the instructions about how to make a finger puppet. Distribute coloured paper. Then ask Pp to take out their scissors, glue and felt-tip pens. Ask a stronger Pp to show what to do at the first stage, then demonstrate how you do it yourseld. This will help Pp to check if they are doing it right. Then do the next steps in the same way. e) Encourage Pp to practise greeting each other’s puppets by saying Hello, how are you? What’s your name? etc. Suggestion: To make a skirt for Judy you can ask girls to use their elastic hair bands. To make a hat for Punch Pp can use pen covers and wear them on their fingers. 2c Pairs. To prepare acting out a puppet show. a) Invite Pp to read the lines in the show, turn round and act out the play for their classmates sitting in the row behind them. Monitor and help. b) Choose the best pair to perform in front of the class. 3a Individual, class. To practise reading for specific information. a) Ask Pp to read the rest of the story and say how many people Punch knocks down. Answer key: Two: Judy and the Policeman LulyU7 TB NME 5new Approbation 19 b) Draw Pp’s attention to the tense used for describing the plot of the story – the present simple. 3b Individual, class. To practise reading for detail. a) Ask the questions in Ex. 3b and elicit answers. b) Ask Pp if they find the story funny and why they think Punch knocks down all the other characters. Ask if Punch is very angry or just funny in their opinion. 4a Individual, class. To practise listening for gist. a) Tell Pp that they are going to listen to another scene from the play. Ask them to listen and guess which scene it is. Elicit answers. b) Ask Pp what words helped them to guess. Tapescript Policeman: Punch: Policeman: Punch: Policeman: Policeman: Punch: Policeman: Punch: Policeman: Punch: (effects) Nee nor, nee nor… Oh no the policeman is coming! I'm coming upstairs to see you Mister Punch. Uh – oh! The Policeman is coming, is coming for me because I knocked Judy down. ‘Ello, ‘hello, ‘ello. What's goin' on here then? Well I'm very sorry, Mister Punch, but I have a warrant for your arrest! You've left your wallet in your vest?! No, no, no. I have a warrant for your arrest! I need to go and have a rest? Well, I can't do that! We’re in the middle of a show! Sorry but you're not fooling around with me, you're coming with me. No, I am not (Punch goes to get his stick and hits the policeman on the head) 4b Class. To raise Pp’s awareness of what a play on words is. a) Go through the dialogue and encourage Pp to translate it into Russian. b) Ask Pp what Punch really means and why he uses the words vest and rest (they rhyme with arrest). 5a Individual, class. To revise vocabulary and phrases for Scene 6. a) Tell Pp that this episode is taken from a script written by an 11 year-old boy. Tell Pp that though the main story line hasn’t changed for many years, actors usaully improvise and create their owm scripts. b) Tell Pp to match the lines said by Punch to the Doctor’s lines. Check with the whole class. Answer key: Punch: Please call me a doctor. A doctor for me! Doctor: Hello. Can I help you? Punch: Yes, Doctor. Doctor: How do you feel, Mr Punch? Punch: Terrible, Doctor. Doctor: What’s happened to you? Punch: I had a fight with a crocodile. He hurt my nose badly. Doctor: Well, Mister Punch. You need an operation. LulyU7 TB NME 5new Approbation 20 5b Pairs To practise writing jokes for the play. a) Ask Pp to write their own script for Scene 6 where Punch is examined by the doctor. b) Go through the listed possible endings for the scene. Translate where necessary. c) Ask Pp what they think the funniest ending is. Encourage them to think of their own ending. d) Tell Pp to work in pairs so they have a partner to perfom together. 7 Homework. To provide written consolidation. a) Tell Pp to work with a partner and write a dialogue for Scene 6 together. b) Tell Pp to use the scene description from Ex. 3a for writing stage directions. c) Tell Pp to make finger puppets of the Doctor and Punch for the next lesson, practise acting out the dialogue and be ready to perform it in the next lesson. This lesson can be given in a computer lab. See TD Un7 L 5 LulyU7 TB NME 5new Approbation 21 UNIT 7 LET’S GO TO THE THEATRE LESSON 6 HOW DID YOU LIKE THE SHOW? Communication objectives Pp will be able to share their impressions of a play to talk about their acting experiences Vocabulary Active: costumes, acting, professional Passive: adults, grow up, have smth on, recognise, make up, on stage, applause Revision: positive adjectives to describe a show Structures Skills development Pp will practise listening for gist and for detail reading for gist and for detail speaking Revision: talking about likes and dislikes Warm up Ask Pp to brainstorm positive and negative adjectives to describe an experience. Write them on the blackboard in two columns, e.g.: + - great, cool, fantastic, interesting, good, exciting boring, bad, horrible, terrible 1a Class, individual. To introduce the language for talking about impressions. a) Ask Pp to read the expressions and put a plus next to those expressions that say that the speaker liked the show and a minus if the speakers didn’t like it. b) Say the expressions aloud, translate if necessary. 1a Class. To practise the language for talking about impressions. a) Play the tape with the recording of applause at the end of the show, with laughter from the audience and ask if the audience liked the show. Elicit the answer Yes. b) Ask Pp to say the phrases that the children can say after the show. Practise saying the expressions with the whole class. Tapescript: A recording of applause at the end of the show, with laughter from the audience 2a Individual, class. To practise listening for gist. a) Tell Pp to listen to the interview after the show taken in front of the theatre and say whether the children liked the show or not. b) Play the tape. LulyU7 TB NME 5new Approbation 22 Tapescript: [Background street noise. The children are being interviewed after the show in front of the theatre.] How did you like the show, young man? Interviewer: It was a great show. I really liked it from beginning to end. It was a very Boy 1: interesting story. What did you think of the show, young lady? Interviewer: It was OK. The costumes were fantastic, but the actors were not so great. Girl: I think they were too old for their roles. The play is about children and they were all adults, 40 or 50 years old. Did you like the show, young man? Would you like to go to the theatre Interviewer: again next Sunday? Who me? No way! I’ll never go to the theatre again. I didn’t like this Boy 2: show at all. It was long and boring and the music was terrible. Theatre is for girls. They all want to be actors. Answer key: 1 Liked the show. 2 Didn’t quite like it. 3 Didn’t like it at all. 2b Individual, class. To practise listening for detail. a) Tell Pp to look at the words in Ex. 2b and say that when people give their impressions of a play they usually talk about these things, i.e. story, actors and actresses, music, costumes, and acting. b) Ask Pp to make sentences using these words and the adjectives on the backboard to talk about a show that they liked and a show they didn’t like. Elicit, The story was very interesting, The actors were great, The music was fantastic, etc. c) Tell Pp to listen to the interview again and say what categories the children are talking about. d) Play the tape and elicit the answers. Answer key: 1 The story. 2 The costumes and actors. 3 The music. 2c Class, pairs. To practise giving impressions of a show. a) Ask Pp about their impressions of the play in Lesson 2 and ask the class questions about the categories in 2b. Elicit answers. b) Tell Pp to work in pairs and talk about their impressions of the plays in lessons 3, 4, and 5. Walk around and monitor. c) As a follow-up talk about things that everybody liked about the plays, especially the actors and actresses. 3a Individual, class. To practise reading for specific information. Ask Pp to read about the theatre and say who plays in it. Elicit the answer Children and adults, professional actors and not professional actors. 3b Individual, class. To practise reading for gist. a) Ask Pp what questions they would like to ask the child actors. Elicit answers. b) Go through the questions and translate if necessary. Tell Pp to read the actors’ answers in the interview and match the questions and the answers. Pp do the task individually or in pairs. LulyU7 TB NME 5new Approbation 23 Answer key: A B C D Why do you act in the theatre? Do you want to be a professional actor? Do you feel nervous on stage? Are you afraid you may (can) forget your words? 3c Individual, class. To practise reading for detail. a) Tell Pp to read the interview again and answer the questions. b) Check with the whole class. Answer key: 1 Arthur 2 Lyuba 3 Sasha 4 Sasha 5 Lyuba 6 Arthur a) To round up the activity, ask the class questions B, C, and D from Ex. 3c about their acting experience in the unit. Elicit a few answers and ask Pp to work in pairs and interview each other. 5 Homework. To provide written consolidation. a) Explain the homework. Pp are going to write about their opinion for the class newsletter on a piece of paper. Say that you are going to put them up so that everybody can read them. b) Go through the plan and elicit all the possible adjectives that can go into the gaps. LulyU7 TB NME 5new Approbation 24 UNIT 7 LET’S GO TO THE THEATRE LESSON 7 PROGRESS PAGE Lesson objectives Pp will be able to evaluate what they have learnt in the unit to revise the material of the unit to demonstrate their skills for independent learning Self-evaluation a) Explain Pp the objective of the lesson: to see for themselves what and how well they have learned in the unit and to find out the areas that need more work. b) Explain Pp the meaning of the evaluation scale (see TB Introduction) and ask them to predict their mark. c) Ask Pp to do the tasks individually. Encourage them to use the SB, WB and the notes in their exercise books. d) Set a time limit of 30 minutes and 10 minutes for checking the answers. 1a Listening for gist Ask Pp to look at the theatre tickets, listen to the conversation and find Jane’s ticket. Tapescript Can I have three tickets for 2 o’clock show, please? Jane: Clerk: 2 o’clock? Let me see. Is row 6 OK? Yes, that’s fine. Somewhere in the middle, please. Jane: Clerk: OK. Here you are. How much is it? Jane: Clerk: That’s 15 pounds please. Thank you. Jane: Clerk: You’re welcome. Answer key: 3 Scoring: Give five points for the correct answer. 1b Listening for specific information a) Pp write the numbers from 1 to 4 in their exercise books. b) Tell Pp to read the information in a theatre guide, listen to the tape again and fill in the missing information. c) Play the tape twice, if necessary. Answer key: a) Mermaid b) 7 March c) 2 p.m. Scoring: Give three points for each correct answer. 2 Vocabulary d) 6 LulyU7 TB NME 5new Approbation 25 Tell Pp to write numbers 2 to 7 in their exercise books and write the words to name the things in the picture. Answer key: 2 wave 3 shore 4 net 5 fish 6 fisherman 7 boat Scoring: Give one point for each correct word plus one point for each correct spelling. 3 Grammar: the 3rd person singular the present simple Pp write three sentences to program a robot mother. Scoring: Give one point for each sentence plus one point for every correct verb form plus one point for correct spelling. 4 Writing Pp write the first four lines for the characters in the story. Answer key: Fox: Little Rabbit, I want to eat you. Rabbit: Very well, Fox, eat me! But first please sing to me. You sing so well. Fox: I’m a fox, look at me! I have a rabbit, fat is he! Rabbit: I can’t hear you very well, Fox. Can you sing a little louder? Scoring: Give two points for every line. 5 Functions: sharing impressions after seeing a show Possible answers A I really enjoyed the show. / I liked it very much. / It was great / fantastic / incredible. The music / the acting / the actors was / were great / fantastic /I ncredible. B I didn’t like it. / It was long and boring. / I’ll never go to the theatre again. / It was terrible. / The music / the acting / the actors was /were terrible. Scoring: Give three points for each correct appropriate sentence. Subtract one point for spelling or grammar mistakes. Follow up a) Tell Pp to put away their exercise books and use their SB only now. b) Go through the test with the whole class. Ask Pp to give their answers, correct and explain the mistakes. c) Tell Pp to open their exercise books and correct their own or their partner’s work. d) Allow a couple of minutes to count the score. e) Ask Pp to compare it with the mark they expected to get at the beginning of the lesson. f) Make sure Pp have checked their work correctly. To do that you might want to collect the exercise books but remember that YOU DO NOT ASSESS this work. Reminder Tell Pp to look at the list of things for the project (Lesson 8) and to bring everything necessary next time. Progress check can be done with the help of ICT, see TD Unit 7 Lesson7. Equipment: computer workplace for each pupil. LulyU7 TB NME 5new Approbation 26 UNIT 7 LET’S GO TO THE THEATRE LESSON 8 PROJECT: LET’S PLAY THEATRE Lesson objectives Pp will be able to consolidate what they have learned in the unit practise working cooperatively and more independently revise the vocabulary and structures of the previous lessons. evaluate each other’s performance Materials: copies of tickets for family and friends, Golden Masks to award to the winners (see Photocopiable materials, Lesson 1) Preparation a) Explain to Pp that they are going to put on a play for this project and invite their parents, friends, or relatives to see it. b) Put Pp in groups of five or six. Tell each group to choose a play to do. They can choose one of the four plays presented in the unit or find their own. c) Make a few copies of comedy masks from Lesson 1 using golden or yellow coloured paper to give out as prizes. Suggestion: Advise Pp to use the plays from the Workbook and the one from the Progress Page. Activity a) Pp write the script for the play and make a list of characters. They choose an actor for each role and a director who coordinates all the work. b) Remind Pp that they (also) should also make some props and costumes for the play, find some music and think of some sound effects. c) Make up copies of theatre tickets and give a few tickets to each P so that they can complete the tickets and give them to their parents, relatives and friends. d) Before the show tell Pp to arrange the classroom into a theatre, put the chairs into rows and free some space at the front. Let Pp have some extra time to agree on a time and place to meet for a rehearsal if necessary. Suggestion: If your class gets really enthusiastic about doing a play and performing it in front of the audience of their family and friends, you might want to do the show as an after-school event. You could use a bigger classroom for that. In this case you might want to use the eighth lesson as extra time for the final rehearsal. Presentation a) Before the show tell Pp to evaluate each other’s performance using the form in their books. Go through the list of evaluation criteria in the form and explain that for each criterion they can give any mark between 1 and 5. b) Clarify that these marks will be used later on to choose the best actors, costumes, music and sound effects. Say that each winner will be awarded a prize – The Golden Mask. c) Pp perform their plays. After each performance lead the applause. You might want to shout out Bravo. LulyU7 TB NME 5new Approbation 27 Suggestion: You might want to appoint one or two photographers who will take pictures of the performances or videotape them. Later on Pp use these pictures to make a poster about their performance like the real ones they have in theatres. Pp write the name of the play and the actors’ roles and names under the pictures. Tell Pp to allocate some space in the poster where everybody can add their comments about the performance. Suggestion: You might want to appoint one P to be a Master of Ceremonies who will announce the plays. Give the following text to that P or say it yourself. Dear Ladies and Gentlemen, Welcome to our English theatre. The first play you’re going to see today is ___________. Enjoy it. Suggestion: To create a theatrical atmosphere you might want to use a small bell. Ring the bell before the beginning of each play to simulate the three bells that you hear at the theatre before the show and at the same time you may use it to attract everybody’s attention. Follow-up Ask Pp about the highest mark for each criterion in the form. Elicit the names of plays and the names of best actors. Take a vote to choose the best. Invite the winner to come to the front, award the Golden Masks, shake their hand and say Congratulations! Encourage Pp to applaud the winners. Suggestion: You might want to appoint one or two photographers who will take pictures of the performances or videotape them. Later on PP use these pictures to make a poster about their performance like the real ones they do in the theatres. PP write the name of the play and the actors’ roles and names under the pictures. Tell PP to allocate some space in the poster where everybody can add their comments about the performance. LulyU7 TB NME 5new Approbation 28 Photocopiable activities Unit 7 Lesson 8 Theatre tickets for friends and family [a/w theatre tickets: There’s a small image of theatre masks in the upper left-hand corner] (name of play) Date _________ Time ________ Row __________ Seat _________ Classroom ______ (name of play) Date _________ Time ________ Row __________ Seat _________ Classroom ______ (name of play) Date _________ Time ________ Row __________ Seat _________ Classroom ______ (name of play) Date _________ Time ________ Row __________ Seat _________ Classroom ______ (name of play) Date _________ Time ________ Row __________ Seat _________ Classroom ______ (name of play) Date _________ Time ________ Row __________ Seat _________ Classroom ______ (name of play) Date _________ Time ________ Row __________ Seat _________ Classroom ______ (name of play) Date _________ Time ________ Row __________ Seat _________ Classroom ______ (name of play) Date _________ Time ________ Row __________ Seat _________ Classroom ______ (name of play) Date _________ Time ________ Row __________ Seat _________ Classroom ______ LulyU7 TB NME 5new Approbation 29 Unit 7 LET’S GO TO THE THEATRE Lesson 8 Project: LET’S PLAY THEATRE ICT Учащиеся создают web-страницу о своем спектакле. На диске дается своего рода платформа, куда учащиеся выгружают материалы и добавляют комментарии о просмотренных спектаклях. Платформа выглядит следующим образом. (название класса например 5В ) ON STAGE (Название спектакля) я Экран куда выгружается либо видеоролик, либо фотографии List of characters Сюда выгружается список действующих лиц и исполнителей. Его можно посмотреть если нажать на эту кнопку Script Сюда выгружается сценарий. Его можно посмотреть если нажать на эту кнопку Кнопки для просмотра видеоролика, регулятор громкости Login to rate В этом окошке можно поставить оценку (рейтинг) спектаклю по отдельным категориям. Можно высветить звёздочки как оценки. Acting Costumes Script Music and Actors sound effects Comments (число отзывов) Post a сomment (нажать сюда чтобы добавить свой комментарий) (место где можно оставить комментарии) 1, 2, 3, 4, 5 ….(номер отзыва, можно нажать на цифру чтобы прочитать) Сцена –фотография из другого спектакля.. При нажатии на фотографию экран меняется и этот спектакль появляется в большом экране со всеми соответствующими изменениями. Сцена –фотография из другого спектакля.. При нажатии на фотографию экран меняется и этот спектакль появляется в большом экране со всеми соответствующими изменениями. Вот сайт, который я использовала как прототип http://www.youtube.com/watch?v=epUk3T2Kfno Сцена –фотография из другого спектакля.. При нажатии на фотографию экран меняется и этот спектакль появляется в большом экране со всеми соответствующими изменениями.