戲劇

Five-Minute Plays(新版)五分鐘短劇
出版社： 書林出版有限公司
書林書號：
10009741
作者：
Gilleland, Don
定價：
180
會員價：
$153
ISBN：
9789574453214
出版年份：
2009
裝訂：
平裝
總頁數：
111
  • 本書介紹
  • 作者
  • 目錄
  • 試閱

 

本書特色
 
透過戲劇演出，能有效協助學習者在日常生活中，實際運用英文溝通。
台詞簡潔扼要，囊括了美式口語和俚語等用法，讓讀者快速習得日常溝通的英語用法。
故事生動逗趣，不僅適合上台演出，閱讀過程中亦能獲得十足樂趣。
劇本皆附字彙解說、問題討論，以及角色扮演活動等，極適合課堂上使用。
每篇劇本長度約為五分鐘，搭配附錄練習，恰好滿足了教師課堂時間不足，卻又想要指導學生以戲劇學英文的需求。

 

Don Gilleland，資深英文教師，擅於透過戲劇方式，引導學生迅速掌握英語的訣竅，亦著有20-minute Plays（二十分鐘短劇，書林出版）。

CONTENTS

Introduction
Author’s Note
1. Ghost Teacher’s Revenge
2. The Murder
3. Family Business
4. Outlaws for In-Laws
5. The Braggart
6. The Passive Orange
7. Appendix

 

Ghost Teacher’s Revenge
 
To the teacher …
 
The following skit can be done with the lines provided or you can add and improvise your own. This may be especially helpful for the class where one student has a higher level or is more aggressive than the others and can accept the challenge of playing the NEW TEACHER. This student can add other commands, illnesses, or parts of the body to make the script longer or to introduce spontaneity. The tone of the skit is already a little dark, so try to avoid getting the pain and suffering of NEW TEACHER too violent. GHOST TEACHER can also add to the spontaneity by changing and adding actions such as turning an air conditioner on or off, or a fan, or anything else that’s available. The class should copy the actions and the emotional reactions of NEW TEACHER during the drill and gradually become faster and more excited, building to a climax at the end when they run out of the room after NEW TEACHER. Try the whole scene with different teachers.
Notes in parenthesis ( ) are directions for the actors and director. They tell them what to say and do. They should not be spoken aloud. For example, if this phrase appears: (GHOST TEACHER is a man), then the students should say “he” and not “she.”
If you wish to do the production on a stage and not in a classroom, the opening of the door and window as well as the sounds that they make will be a problem. There are several ways that this can be solved. First, put a door and window on stage, hanging them with wires from the ceiling of the stage. A person on the side could create the sound effects.
 
VOCABULARY
 
The definitions given are for the meaning of the words as used in this play. Other definitions are possible.
 
panic: to react in fear
nuts: said when angry or disappointed
exercise: a teaching drill
sweet: kind, thoughtful
tease: to make fun of, joke
privy to: knows about
stern: strict, harsh
murmur: a soft whisper
grouch: an unhappy and complaining person
strict: follows the rules exactly, possibly harshly
uhh ohh: said when you sense danger
sense of humor: ability to know what is funny
cute: funny
resist: to try to stop from doing
talk down to someone: to speak as if the listener is less intelligent
green: inexperienced
right: immediately
 
CHARACTERS:
 
Ghost Teacher:        The class’s previous teacher, beloved by the students because she had a sense of humor and often played tricks on them
 
New Teacher:          Not really a bad person, but because he is green and lacks confidence, he tries to make up for it by having a strict manner. He uses three “voices”: natural when talking to himself, slow and overly articulate when giving an explanation, and forceful in the lesson.
 
Ghost Teacher need not be a woman nor New Teacher a man. If the number of students in your class is greater, add lines; if less, combine the parts.
 
Student 1:       A tease, loves to eat as much as Student 6, but won’t admit it.
Student 2:       1’s good friend and an even bigger tease.
Student 3:       Honest and innocent.
Student 4:       Eager and aggressive.
Student 5:       Kind, quiet, and considerate.
Student 6:      Round and likes to eat.
Student 7:      Privy to all the teacher’s secrets.
Student 8:      A treasure trove of information.
 
 
THE PLAY: Ghost Teacher’s Return
 
The students are placed in a semicircle against the back and side walls. The teacher is late so the students are talking and asking questions about why their teacher is late. A gust of wind blows the door open and the ghost of their former teacher enters.
 
Student 1:      (looking at Student 2) What happened?
Student 2:      I heard something about an accident.
Student 3:      (looking at Students 1 & 2) 1 heard she is in the hospital!
Ghost Teacher:     (disappointed, 1ooking at Student 3) Not now.
Student 4:     (to Student 3) Let’s go right after class.
Student 5:      (to Student 4) Let’s get flowers.
Ghost Teacher:     (looking at Student 5 and touched) How sweet.
Student 6:     (adding and suggesting quickly) And chocolate candy.
Ghost Teacher:     Great. (remembering that she is dead) Nuts. I won’t he able to eat it.
Student 1:       (to Student 6) That’s just because you love chocolate.
Student 2:      (to Student 6) And you hope she will share it with us.
Student 3:      (to Student 2) You mean you!
Student 2:      (defending himself) No, I don’t.
Ghost Teacher:    That’s just like (says the student’s name).
Student 7:     (to Students 1 & 2) No but she really does love chocolate candy.
Student 8:      Well, I love chocolate too. I think it’s a great idea.
Ghost Teacher:     (to Student 8) Good for you (says student’s name).
Student 5:     (to Student 8) You love any kind of food.
Ghost Teacher:    (smiling at 8) That’s right.
Student 4:      Who doesn’t like food? (looks at the students, who look as if it was a stupid question)
 
Just then New Teacher enters, and the class suddenly starts to whisper.
 
New Teacher:         (in a stern voice) All right class. Let’s have a little quiet.
 
The class stops whispering.
 
Ghost Teacher:     (looking at New Teacher) Uh ohhhh. It looks like trouble.
New Teacher:        (standing at the front of the class) I am your new teacher, Mr. Grouch.
Class:     (afraid) Good morning, sir.
New Teacher:        You can call me…Mr. Grouch.
Class:            (like robots) Good morning, Sir Mr. Grouch.
New Teacher:        (talking as if to deaf children) No. No. No. That is Mr. Grouch. Not Sir Mr. Grouch.
Ghost Teacher:     (Worried, she looks at New Teacher and shakes her head) Definite trouble.
Class:    (looking at each other, confused) Good morning Mr. Grouch. Not Sir. Mr. Grouch. Sir.
Ghost Teacher:     (laughing at the students’ mistake) Cute, Real cute. This will be fun to watch.
New Teacher:        (thinking to himself) Oh well. This is a lower level. (He speaks very slowly to the class and exaggerates every syllable.) I am going to do a sentence substitution. OK? (The students are confused by this new teacher’s method of talking down to them. He continues in the same manner.) Now you repeat after me. OK?
Class:     (afraid, speaking like robots) OK.
New Teacher:        Repeat after me. OK?
Class:     (impatient) OK!
New Teacher:        (He gestures opening the door) Open the door.
Class: Open the door.
New Teacher:        (gestures turning on the light) Turn on the light.
Class:      Turn on the light.
New Teacher:        (talking to himself) Pretty good.
Ghost Teacher:     (angry at New Teacher’s pride and proud of her old students) Of course they’re good. I taught them this for two weeks.
New Teacher:         Now do the action with me. (slowing down his speech) Now do the action with me. Open the door. (gestures opening the door) Turn on the light. (gestures turning on the light) Now you do it. Turn on the light. (gestures turning on the light)
Class:     Turn on the light. (do the action)
 
New Teacher repeats this several times, each time getting faster and more flustered. More can be added or cut. The class is not interested and, in fact, is very bored. However, when the jokes start to happen, they become interested and excited. They don’t know why these strange things happen, but they think it is fun.
 
New Teacher:        (gestures opening the door) Open the door.
Class:     (gesture opening the door) Open the door.
New Teacher:        (gestures closing the door) Close the door.
Class:     (gesture closing the door) Close the door.
New Teacher:        (gestures opening the window) Open the window.
Class:    (gesture turning on the light) Turn on the light.
New Teacher:        (gestures turning off the light) Turn off the light.
Class:     (gesture turning off the light) Turn off the light.
New Teacher:        (gestures opening a book) Open the book.
Class:     (gesture opening a book) Open the book.
New Teacher:       (gestures closing a book) Close the book.
Class:     (gesture closing the book) Close the book.
New Teacher:        (gestures sitting down) Sit down.
Class:    (gesture sitting down) Sit down.
New Teacher:        (gestures standing up) Stand up.
Class:     (gesture standing up) Stand up.
New Teacher:        (gestures turning up the air conditioner) Turn up the air conditioner.
Class:    (gesture turning up the air conditioner) Turn up the air conditioner.
New Teacher:         (gestures turning down the air conditioner) Turn down the air conditioner.
Class:     (gesture turning down the air conditioner) Turn down the air conditioner.
New Teacher:         (gestures opening the door) Open the door.
Class:    (gesture opening the door) Open the door.
New Teacher:        (gestures closing the door) Close the door.
Class:     (gesture closing the door) Close the door.
New Teacher:       (gestures opening the window) Open the window.
Class:     (gesture opening the window) Open the window.
New Teacher:        (gestures closing the window) Close the window.
Class:     (gesture closing the window) Close the window.
New Teacher:        (gestures turning on the light) Turn on the light.
Class:      (gesture turning on the light) Turn on the light.
New Teacher:        (gestures turning off the light) Turn off the light.
Class:    (gesture turning off the light) Turn off the light.
New Teacher:       (gestures opening a book) Open the book.
Class:     (gesture opening a book) Open the book.
New Teacher:        (gestures closing the book) Close the book.
Class:     (gesture closing the book) Close the book.
New Teacher:       (gestures sitting down) Sit down.
Class:     (gesture sitting down) Sit down.
New Teacher:        (gestures standing up) Stand up.
Class:     (gesture standing up) Stand up.
New Teacher:       (gestures turning up the air conditioner) Turn up the air conditioner.
Class:      (gesture turning up the air conditioner) Turn up the air conditioner.
New Teacher:       (gestures turning down the air conditioner) Turn down the air conditioner.
Class:     (gesture turning down the air conditioner) Turn down the air conditioner.
Ghost Teacher:     (feeling guilty and crossing to the door) I shouldn’t, but 1 can’t resist.
New Teacher:        Open the door. (Ghost Teacher opens the door)
Class:     (surprised) Open the door.
New Teacher:       (startled and jumping back) What was that?
Class:    (copying his action) What was that?
New Teacher:        (talking to the class) Did you see that?
Class:    (copying the teacher’s shock) Did you see that?
New Teacher:        (to the class, angrily) No. Stop that.
Class:     (copying the teacher’s anger) No. Stop that.
New Teacher:        (to the class, frustrated) This is not an exercise.
Class:     (Having fun copying the teacher, they think he is joking.) This is not an exercise.
New Teacher:       (to the class, being strict) Now I mean this.
Class:    (copying the teacher’s strict attitude) Now I mean this.
New Teacher: (angrily pointing to the door) Who opened that door?
Class:      (angrily pointing to the door) Who opened that door?
New Teacher:       (to the class) Close that door.
 
Ghost Teacher closes the door.
 
Class:     (with a mixture of emotions: shock, delight, surprise, disbelief) Close that door.
New Teacher:       (speechless) What was…
Class:     (excited) What was…
New Teacher:       (afraid) All right. Quiet.
Class:     (copying his fear but really trying not to laugh) All right. Quiet.
New Teacher:       (moving away from the door) There must be some explanation.
Class:    (moving in the same direction) There must be…
New Teacher:         (panicky, looking at the class) Don’t panic. Remain calm.
Class:    (copying him) Don’t panic. Remain calm.
New Teacher:        (breathing heavily and moving away from the door) Don’t go near the door.
Class:    (breathing heavily) Don’t go near the door.
 
Ghost Teacher opens the door.
 
New Teacher:       (screams and jumps back) Ahhhh. Help. Help me.
Class:    (copying him) Ahhhh. Help. Help me.
New Teacher:       (moving back to the blackboard) I must be seeing things.
Class:    I must be seeing things.
New Teacher:         (moving back to the class) No, don’t repeat that.
Class:    (smiling) No, don’t repeat that.
New Teacher:       (moving back to the blackboard) Never mind.
Class:     (watching the teacher) Never mind.
New Teacher:        (moving slowly and uncomfortably to his chair) I don’t feel well.
Class:    (acting sick, like the teacher) I don’t feel well.
Ghost Teacher: (moving to the door) Time for a little excitement. (He opens the door slowly as the New Teacher watches)
New Teacher:       (watching the door open in horror) Oh no. Ohhhhh nnnnnnnnoooooooooo.
Class:    (copying the New Teacher’s expression for horror) Ohhhh nnnnnnooooooo.
New Teacher:        Nnnnnnnnoooooottttt aaaaaaggggggaaaaain.
Class:     (copying the New Teacher) Nnnnnnnnooooootttttt aaaaaaagggggaaaaaaain.
Ghost Teacher:     Now for some real excitement!
 
Ghost Teacher slams the door. New Teacher jumps up.
 
New Teacher:        (grabbing his head) Oh no. Not again.
Class:     (grabbing their heads) Oh no. Not again.
New Teacher:       (moving to the class) What’s going on?
Class:      (copying the teacher’s anger) What’s going on?
New Teacher:       (trying to get the students’ attention) No! You don’t understand.
Class:     (copying New Teacher) No! You don’t understand.
New Teacher:        (suddenly, in anger) Is this a joke?
Class:     (copying New Teacher) Is this a joke?
 
Ghost Teacher opens the window.
 
New Teacher:        (running to the blackboard) Ohhh nooo. Noooot agaaaain,
Class:     (copying New Teacher’s fear) Ohhh. nooo. Nooot agaaaain.
 
Ghost Teacher slams the window shut.
 
New Teacher:        (hiding his/her face) This can’t be!
Class:     (hiding their faces) This can’t be!
 
Ghost Teacher touches New Teacher on the shoulder.
 
New Teacher:        (jumping up) A1thhhhh. What was that!!??
Class:     (jumping up) Ahhhhhh. What was that!!??
New Teacher:       (running up to the students) Did you do that?
Class:     (The teacher is getting hysterical and starts to bother the students) Did you do that?
New Teacher:        Tell me the truth! Did you?
Class:     Tell me the truth! Did you?
Ghost Teacher:     Looks like they need some help.
 
Ghost Teacher moves to the door, opens, and slams it.
 
New Teacher:        (turning around to look at the door) What was that?
Class:     (looking at the door and copying the teacher) What was that?
New Teacher:       (grabbing his eyes) Oh noooo. Not again,
Class:    (grabbing their eyes) Oh nooo. Not again.
New Teacher:        (fanning himself) I feel hot. Go to the office.
Class:     (fanning themselves) I feel hot. Go to the office.
New Teacher:         (to the class) Stop that.
Class:      (to each other) Stop that.
New Teacher:       (getting desperate, talking to the students) This is not a joke.
Class:    (copying the teacher) This is not a joke.
New Teacher:       (grabbing his heart and stumbling around the room) Somebody help me. My chest. It hurts.
Class:     (grabbing their hearts) Somebody help me. My chest. It hurts.
Student 2:             (laughing) He’s so funny.
New Teacher:        (to the student nearest the window) I’m not joking. I need air. Open the window.
Class:     I need air.       (gesturing opening the window) Open the window.
 
Ghost Teacher opens the window.
 
New Teacher:        (jumping) Ahhh. It’s a ghost. (grabbing his heart) Oh. My chest. Oh. My chest.
Class:    (jumping) Ahhh. It’s a ghost. (grabbing their hearts)
Oh. My chest. Oh. My chest.
New Teacher:        (to the students) Get out of here.
Class:    (to each other) Get out of here.
New Teacher:       (rushes out) Help. Get the police. Ghost! Help! Ghost!
Class:    (Looking at each other and confused what to do, they laugh and then rush out.) Help. Get the police. Ghost! Help! Ghost!
 
THE END

 
DISCUSSION QUESTIONS
 
1. How does each student feel when the doors and windows open and close by themselves?
2. What do the students think of New Teacher?
3. Why don’t the students think there is a ghost in the room?
4. Why did Ghost Teacher tease New Teacher?
5. What will New Teacher do after this experience?
6. What commands are considered impolite?
7. How are commands made more polite?
8. Who can you or can you not give commands to?
 
ROLE PLAYS
 
1. You are a boss giving instructions at a new job. Next, change the gender, age or personality of the boss and change the way the instructions are expressed. How does a young boss speak to someone who has worked in the office for years? Reverse the age or gender and change the politeness or formality of the command.
 
2. One student is a drill sergeant giving orders in the army. The other students are new recruits. How does rank change the commands and tone of voice?
 
3. One student is a doctor giving an examination to a patient. Change the personality, age or gender of the doctor or patient and do the role play again.

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