教育部中小學國際教育中程計畫全球資訊網

1. Introduction（20min）

(1) 介紹雙語課程進行方式。
(2) 雙語課程問與答。

2. Warm-up：A sign as the pre-text（5min）

(1) 從「天秤」的圖案引導學生思考課程主題。
(2) 學生嘗試以目標字詞回答主題內涵。
(3) 說明今天的課程主題。

1. 目標字詞：balanced scale,justice,impartial,law,court, human rights, ,fair/equity
2. 參考句型：
   Teacher may say：
   Look at the picture .What does this balanced scale mean?
   Students may say:
   I think it means  ____________________________

    

3. Character Analyze（30min） 角色分析

1：〖圖片引導〗

(1) 以「尚萬強為受刑人」的照片引導學生思考他的身份、處境及感受。
a. 目標字詞：handcuff(s), beard,tan,tired,apprehensive,painful
b. 參考句型：
Teacher may say：
What are details on this picture?
What does the character look like ?
Students may say:
I see a/an _________.
He has  _________.
There is a/an _________.     
There are ____________.

2:〖角色分析:文獻紀錄〗

(1) 從一段英文的角色介紹，帶領學生認識與角色相的關鍵字。
a. 目標字詞：protagonist, convict, starving, prison, paroled, mercy 

3:〖角色分析:影音紀錄〗

(1) 從一段英文的角色介紹，帶領學生認識與角色相的關鍵字。
(2) 欣賞《悲慘世界》2012電影版序曲〈Look Down〉
(3) 從鏡頭語言切入賈維與尚萬強的權力地位關係，分析尚萬強的 處境以及思考尚萬強對於牢獄之災的想法。
(4) 聽一段尚萬強在出獄之後的錄音檔紀錄。
(5) 引導學生從歌詞與錄音檔文字稿中，摘要出具備角色心理衝突之台詞。

4. Student-in-Role（15min）

(1) 邀請學生透過扮演回到19世紀，體驗尚萬強在監獄中的狀況。
(2) 介紹角色入戲的過程（步驟）：
a. Step1:學生開啟的視訊鏡頭和麥克風，保持安靜。
b. Step2:學生藉由套上校服的過程，慢慢入戲成為十九世紀的囚犯，而學生的「班級＋座號」即是在監獄中的編號。
c. Step3:當老師套上不一樣的濾鏡，變換聲音，即成為典獄長。
d. Step4:等待所有人準備好後，提醒學生保持平靜的心情，盡情感受在戲劇情境中所有發生的事情，老師即可播音樂開始戲劇扮演。
(3) 情境設定：學生為同一牢房的犯人，典獄長要求所有犯人進行例行的教育順練（交互蹲跳），但在正式訓練前，特別點出五位具逃獄意圖的囚犯，進行更嚴苛的教育訓練（將棍子架在肩上，交互蹲跳）。在扮演的過程中，囚犯可以不斷聽到來自隔壁牢房的慘叫聲。

5. Thought-Tracking（思路追蹤）（10min）

(1) 音樂結束後，請學生慢慢脫下校服，回到學生的身份。
(2) 討論：
a. 在情境中，發生了什麼事？
b. 在情境中，有聽到什麼會看到什麼嗎？
c. 在情境中，有感受到壓力嗎？來自於什麼原因？ 
d. 特別被點名的囚犯，被處以特別對待，你的感受如何？
e. 面對典獄長的懲處，你認為公平嗎？囚犯有人權和自由嗎？
f. 目標字詞：negative, angry, annoyed,d isgusted, scared, remorseful, aggressive, cynical, oppress
g. 參考句型：
Teacher may say：
What happened?
What do you see/hear?
How do you feel about the play?
How do you feel in this play (role) ?
Do you feel  pressure or stress in this play?

Students may say：
I feel ________.
I feel ________ because_________.
Yes, I am under ( a lot of ) pressure/stress because________________.
Yes, my pressure/stress comes from ________________.

6. Wrap up：Taking Sides （選邊站）（15min）

(1) 延續思路追蹤的討論，請同學針對「是否贊成法律對尚萬強的懲處」以及「是否能感同身受和同理尚萬強的處境」來進行議題討論。
(2) 設計一個象限圖表，X軸的兩端為「贊成與不贊成」，而Y軸的兩端為 「值得同理與無法同理」，而兩軸相交成四個象限（A,B,C,D）。以兩軸相交處為原點，學生根據心中想法，針對以上兩個議題的觀點，選擇自己的站邊，並且也能有百分比上的選擇權。
(3) 在線上白板區（Jamboard），請學生選擇站邊。
(4) 五分鐘過後，針對站邊狀況，請同學分享站邊原因。
a. 目標字詞：merciless, merciful, unfair, pitiful, punishment, abominable, criminal motivation
b. 參考句型：
Teacher may say：
Which side do you want to take?

Students may say:
I want to take side “A” because the situation in the prison  was_________.He was very ______, but he should take responsibility for his fault.
I want to take side “B” because the law was ___________.Ｉthink the punishment was_______.He was forced to stay in the worst situation.
I want to take side “C”. Although he did break the law , the punishment was _______.Nevertheless, his behavior couldn’t be forgiven.
I want to take side “D”.He deserved to be punished.

1. 透過戲劇情境以及角色扮演，學生能同理並連結自身與角色的生命經驗。 
2. 學生能運用藝術符號表達及回應對議題的想法。 
3. 培養學生對人權議題的觀點及思辨分析。 
   透過對議題的關注，養成主動關注國際議題並尊重多元價值。

1. Warm-up：Objects of Character（見物知人）（20min）

(1) 詢問學生在音樂課堂上所學習到的歌曲（〈Castle on a cloud〉，引導同學分享他們所認識的角色Cosette。
(2) 老師展示Cosette的日記，並以角色的口吻讀出內容，讓學生更了解角色的處境。
(3) 在讀出每篇日記後，詢問同學日記內容與角色處境和內心衝突與渴望。
(4) 以劇照引導學生建構Cosette的角色處境、壓力和衝突來源。

1. 目標字詞： rag, wipe, admire, elegant, unconscious, lonely, fetch water, pail
2. 參考句型：
   Teacher may say：
   What are details on this picture?
   What does the character look like ?
   What does her stress come from?
   What does she suffer from?
   How does she feel?
   Why does she feel so lonely?
   Students may say:
   I see a/an _________.
   She has  _________.
   There is a/an _________.     
   There are ____________.
   Her stress comes from____________.
   She is under ( a lot of ) pressure/stress because________________.
   She feels  ____________.
   Because________________, she feels  so lonely.

2. Writing in role：Under the Same Blue Sky（50min）

(5) 以現今台灣面對疫情的處境切入（台灣疫情升溫，全台提升至三級警戒，大專以下改採線上教學模式至109學年度期末），帶領學生思考「自由受限」的感受。
(6) 從自身感受與處境與Cosette的遭遇做連結。
(7) 以“Under the Same Blue Sky”，位在同一片天空之下的我們為出發點，請同學以Cosette朋友的身份寫一封信給她，可以分享自身近況，或是分享在疫情期間面對獨處以及負面情緒的方法，給彼此點加油打氣鼓勵。
(8) 信件內容：

c. 信件的形式不拘，字數也不限。
d. 可以利用老師公版的檔案，也能自己設計。
e. 內文的部分，請使用英文，至少三句完整的句子，再加上一張窗外藍天照吧！

(9) 給同學大約20分鐘的時間完成。
(10) 請同學分享信件內容

f. 參考句型：
Teacher may say：
How does she feel?
Why does she feel so lonely?
If you were her friend, what would you say to her?

Students may say:
She feels  ____________.
Because________________, she feels  so lonely.
If I were her friend,I would tell her ____________.

3. Wrap up：結論 （10min）

(11) 延續信件的分享，介紹國際特赦組織的「寫信馬拉松」計畫。（ https://marathon.amnesty.tw/aboutmarathon）
(12) 分享計畫中不同的個案，詢問學生對個案的想法，以面對個案處境，探討所衍伸的人權議題。
(13) 請學生以我國人權保障的經驗，比較、思考在不同文化群體及國家制度中，所謂的「人權」意義為何。
(14) 鼓勵學生參與計劃，利用文字發揮影響力，為世界各地的不公不義發聲，聲援個案，培養尊重及關注全球人權議題。

1. Warm-up （20min）

(1) 老師對於音樂雙語課程說明
Teacher may say:
Since we are going into a Bilingual Nation by 2030, Content and Language Integrated Learning (CLIL) is an approach to improve students’ ability to use English. When a music course is been taught to students in English, what they learn is not just about music, but also relevant vocabularies and language skills. Therefore, we are going to have an experimental music lesson in this semester.

(2) 老師回顧展覽Stories about Anne Frank
Do you remember the exhibition at our school history room in the last semester? Anne Frank is a Jewish girl who kept writing a diary while hiding from the Nazis in Amsterdam for two years.Let’s review with the video clip taken from FB of 惠懂心理.

(3) 老師播放社會新聞【台灣密室少女遭囚66小時】。詢問感覺、想法、意見
Teacher may say：
I’m going to play news from 東森新聞 (https：//youtu.be/fXmVJ1ypRSY) 
It’s about a young girl who was trapped for 66 hours in Taiwan.
Teacher may ask students：
What’s happening? 
Do you trust your friend met on social media?
Do you want to go out with someone that you just met online? And why?
What do you see?
How do you feel?
Students may say：
There is/ are…
Yes/ no. I trust/ don’t trust friends met on social media, because….
Yes/no. I want/ don’t want to go out with someone that I just met social media (online), because…
I see/ feel…

(4) 老師介紹安妮密室圖 音樂（the castle on the cloud）
詢問看與聽的感覺、想法、意見
Teacher may say ：
I’ll show you a picture of a hidden place from the secret house where a young writer, Anne Frank hid for more than two years in Nazi-controlled Europe during World War Ⅱ. In the following, I’m going to play a song named Castle on the Cloud.
Teacher may ask students：
Can you find the hidden place in the building?
Where is it?
What lyrics do you hear in the song?
Can you imagine the background of the song?
How do you feel when you were in such a dark, narrow and hidden place? Imagine how Anne was thinking while she was in the secret house and didn’t know when she could get out. Don’t you feel hungry and fear?
What happened to Anne?
Student may answer
Yes, I can find the hidden place. It is at ….
I hear lyrics, such as …..
I guess the song is saying …..
If I were Anne when I was in such a dark, narrow and silent hidden place, I would feel ….

2. Presentation 60min

(1) 老師介紹音樂劇悲慘世界的故事，以及女角珂賽特的遭遇
Techer may say：
I’m going to introduce the musical named Les Miserables. The story is based on French Revolution from 1789 to 1848. There are many characters in the musical. Today we will focus on Cosette, the main actress, who is a symbol of hope in the drama.

(2) 音樂習奏唱「Castle on the Cloud」：

1. 播放音樂並將歌詞以填空完成，請討論韻腳，以及大聲朗誦
2. 與同學討論本曲應運用在珂賽特哪一段生命際遇中
3. 範唱音樂，請同學邊聽邊將旋律的節奏拍（畫）出，並加上口語歌詞，一同拍節奏 同步念歌詞
4. 跟著網路伴奏檔案能夠完整優美唱出旋律

Teacher may say ：
I’m giving you a worksheet about lyrics of Castle on the Cloud. Please follow the instructions to complete the song.

1. Fill out the blank and read out loud with the lyrics. Find out the rhythm of the lyrics.
2. Discuss with your classmates which period of Cossete’s life best suits using the song, “Castle on the Cloud”.
3. While listening the music, draw and clap the beat of the lyrics. Furthermore, synchronize by clapping and reading the lyrics of the song.
4. Sing/ play/ rap the song accompanied with the online karaoke.

    

(3) 雲端城堡一曲是運用中世紀音樂的元素來創作
Teacher may say:
After singing the song “Castle on the Cloud”, we can find some characters in the music element that just fits in the medieval music period. Let’s find the special elements.

1. 2.3.1音樂的要素~旋律音階的使用
   Teacher may say:
   The first musical element we want to talk about is the melody. The scale is used as the church mode.
2. 2.3.2音樂的要素~樂器的使用
   Teacher may say:
   The second element we are going to talk is the instrument the troubatour use. What they used are the plucked string instruments. 

    

(4) 討論與發表~多元文化音樂鑑賞
discussion and presentation
討論如何鑑賞多元文化音樂，請以雲端城堡為例。
Teacher may say：
Let’s try to discuss in groups to learn how to appreciate the multicultural music. Take “Castle on the cloud” as an example.

第一步，直觀的描述:。在聆聽歌曲之後，直接描述整體的感覺。
學生可以回答: 整首曲子讓我覺得….(形容詞)。
Teacher may say:
Fist, intuitive expression. After listening to the music, directly express your feelings rather than facts.

第二步，闡述音樂的特色。從音樂的分析深化對歌曲的認識，擴展認知，深化對歌曲的理解。
學生可以回答: 從音樂的…(要素，特別是音階形式與樂器使用)，我知道…..，所以聽起來……(形容詞)。
Second, illumination. It means from the musical knowledge to deepen the awareness and meaning of the song.

第三步，說明情境，選取一句最有感覺的歌詞，進行情境的聯想與探究。
學生可以回答:歌曲中的…..(歌詞)，讓我想到珂賽特遇到…..(情境)。
Third, explication. Choose the most touching phrase or words in the lyrics of the song and imagine the plot.

第四步，結合自己經驗並做統整。綜合上面三個流程，並結合自身生活體驗與反思，組成一個完整的論述。
Combine all foundings above and make a connection with your life experience.
學生可以回答: 整首歌曲….(第一個論述)；同時，在音樂理論中….(第二個論述)；加上，(第三個論述)；所以讓我聯想到自己現在處在…..情境(第四個論述)。