资源简介

Presentation of the Teaching Plan
译林版高中英语必修二第一单元 Extended Reading Forrest Gump
Part I My teaching concept
The new curriculum standard advocates the six elements integrated English learning activity, which refers to develop students’ core competence through a series of understanding, application innovation activities. So activities will be the basic organization form in my class. In addition, Professor Wang Qiang also proposed the teaching design of English subject based on big ideas which provide a basis for setting curriculum priorities to focus on the most meaningful content.
Part II My analysis of the text & students
Analysis of the text Extended reading is aiming to guide students to further expand reading around the unit topic. 【What】After briefly introducing the main content of "Forrest Gump", it shows a classic segment of the film: Forrest, with low intelligence, recollected the first day of school when he had special experience with the bus driver and the children on the school bus. 【 How】 As a script excerpt, this article unfolds in the form of stage direction, dialogue and voice over. Teaching activities should enable students to master the characteristics of film script, analyze personality of characters through reading the script, and learn to appreciate classic lines to fully appreciate classic film. 【 Why 】 This excerpt aims to let students understand the plot, feel the personality of characters in the script and catch the influence of Gump's mother and Jenny’s kindness by reading the script and watching the video. Students are expected to appreciate the charm of film, cultivate positive attitudes towards life and form correct values through the beauty of the works.
(
1
)
Analysis of the students Students' characteristics: Senior 1 students have correct attitudes towards English learning. They may be shy to show themselves, but are willing to cooperate with others. Besides, they are enthusiastic about learning new topics and desire to learn something beyond textbooks. What the students have already knew: Students have grasped the words and expressions to describe personalities. They have the ability and strategies in acquiring major information. What’s more, they have got the knowledge about film learned in the previous parts in this unit. Students’ possible deficiencies and learning needs Their ability in analysis and critical thinking still needs to be constantly improved. Most students haven’t watched Forrest Gump and lack a deep understanding about English script. Feeling the charm of the world of light and shadow, improving the ability to appreciate the aesthetics of movies and their thinking ability are the learning needs of this lesson.
Part Ⅲ Learning objectives、Key & difficult points
Learning objectives According to the Core Competence, by the end of this lesson, students will be able to: know the components and elements of the script. understand the content of the plot and relationships between the characters. analyze the personality of each character in the excerpt. appreciate the excerpt by giving reasons for which lines they like most and share them with each other. improve their thinking ability, comprehend the true meaning of life and form positive attitudes towards life.
Key & difficult points How to help students master the characteristics of the script and analyze the personality of the characters through teaching activities. How to help students appreciate the beautiful lines through group activities by giving reasons, and form positive attitudes towards life.
Part Ⅳ Teaching and learning methods
Teaching methods Activity-based teaching method Question-driven method Situational teaching method
Learning methods Initiative learning Cooperative learning Exploratory learning
Part Ⅴ Teaching procedures
Learning objectives Steps Purposes Evaluation Tim e & Inte racti on
Pre-reading
Step 1 Leading-in & Background 1. To create the 1.Students 5’
knowledge 1. Have small talks with students about situation using the popular item to become IW
our hobbies and mention something that arouse Ss’ interest interested in CW
attracts my daughter’s attention—the and bring out the the topic and
blind box. 2. Quote a famous line in the movie “Forrest Gump” Ss talk about elements topic naturally. Meanwhile, the blind box can be get ready for learning.
Cultivate students’ interest in learning this class of a good film to lead to the topic. 3. Show a picture of the film and ask the question: How much do you know about the film used as a gift to stimulate students' enthusiasm in this class. 2. To activate students’ background knowledge and stimulate their learning enthusiasm. 2. Many of the Ss haven’t watched the film, but those who have watched can roughly describe the
content and
express their
opinions.
Global-reading
Know the Step 2 1st reading To guide students Students may
components of the script. Activity 1: Knowing the components of a script to focus on the text form and feel a little bit confused about 8’
1. Ss figure out the components of a understand the the component IW
script using skimming. 2. Ss express their understanding of stylistic because they CW
stage direction and voice-over. characteristics of are not familiar
the script. with it. But
after teacher’s
guidance, they
can figure
them out.
Step 3 2nd reading To train students ability to obtain and summarize information quickly in reading and promote students’ understanding of the structure. Students can
Know the elements of the script. Understand the content of the plot and relationships between the characters. Activity 2: Key elements of the script T guides Ss to find out the basic elements of a script: setting, characters and plot. Ss comb through the script to find out the setting and characters and summarize the plot using their own words. T guides Ss to divide the whole plot accurately get the elements, understand the content through reading, and summarize the
into three plots: beginning, development main plot.
and climax & ending.
Detailed-reading
Step 4 3rd reading To guide them to pay attention to expression and intonation while watching the clip and get them prepared for detailed reading. To lead students to analyze and conclude the relevant By working in
Activity 3: Knowing personality of groups,
Analyze the each character. students can 15’
personality of each 1. Ss watch the movie clip of Forrest use proper IW
character in the Gump. vocabulary to GW
excerpt. 2. After watching the movie, Ss work in express their CW
groups to choose one character first and analyze the personality by reading opinions
through lines to find more evidence. reasonably.
3. Ss share their opinions with the class. information encourage teamwork innovation. and their and
Step 5 Appreciating lines Activity 4: Sharing your favorites Ss work in groups of four to find out their favorite lines, give the reasons why they like them and then share them with group members. Ss read out their favorite lines and give reasons to the whole class. if necessary, T will help analyze two examples for Ss to better understand the content and culture. To cultivate Students can
students' find out their
Appreciate the excerpt by giving reasons for which lines they like most and share them with each other. appreciation ability and feel the charm of language. favorite lines and give the reasons, and they demonstrate
the diversity of
their thinking.
Post-reading
Step 6 Discussion Ss work in groups in the form of the reading circle. One student acts as the leader and the leader guides four group members to discuss the four questions. (each for one question) After discussion, the leader concludes all the ideas and writes in a short passage and then reports it to the class. Q 1: language competence. What can you learn from Forrest Gump Q 2: critical thinking Which character do you like best in the excerpt except Forrest Q3: moral thinking. What would you do in face of school bullying Q4: innovation ability To guide students to learn the excellent qualities of the characters, form correct values and realize language migration and innovation as well as to enhance students’ language competence, thinking quality and innovation ability. Students can 15’ IW GW CW
actively
participate in
group
Improve their discussion,
thinking ability, learn
comprehend the outstanding
true meaning of life qualities, and
and form positive express correct
attitudes towards opinions.
life.
If someone in your class had some kind of disability, what would you do 附：学生的课堂生成
Step 7 Enjoying more lines T shows more classic lines in Forrest Gump for students to appreciate. Ss are encouraged to form correct and positive attitudes towards life. To highlight the theme of this unit which is to guide students to form correct and positive attitudes towards life. Students can form and express their own ideas about the theme.
Summary and Homework Summarize the whole lesson with Ss on the Bb and ask them to give self-assessment to check whether they have performed well in this class. Individual work [Must] Read out the scripts with intonation and emotion after class. [Optional] Enjoy more lines from other films especially Chinese films and try to dub them. Group work Choose one plot and role-play it in groups. Different forms and levels of homework can meet individual needs. For the must parts, they can enhance students’ appreciation on this movie and help them better understand the personality of each character. Besides, the optional one will be provided to those who have more interest in this topic. 2’ CW
Part Ⅵ Blackboard design
Part Ⅶ Teaching reflection
In this class, we have practiced the English Learning Activity Concept and the integration of Teaching, Learning, Evaluation effectively. Meanwhile we have mainly achieved the learning objectives and students have performed well in class activities and have good generation. But, in the process of learning, several students did not fully participate in class activities and it is still hard to enlighten students to form a correct outlook from films in one single lesson, which are the questions needed to be considered carefully after this class.
附上说课稿
B2U1 Lights, camera, action! Extended reading Forrest Gump
芜湖市第十二中学 姚玉春
Good morning, dear judges and teachers. It’s my great honor to be here sharing my teaching plan. As we all know, film plays an important part in our life, which is just the topic of the unit Lights, camera, action! with the theme context man and society taken from Senior English Book 2 Unit 1 of Yilin Press. As an important part of this unit, Extended reading is my content today, which is about appreciating the script excerpt from the movie "Forrest Gump". So today I’ll show you a wonderful journey of movie consisting of eight parts: my teaching concept, analysis of the text and students, learning objectives, the key and difficult points, the teaching and
learning methods, the teaching procedures, blackboard design and teaching reflection. First, let me talk about my teaching concept.
Part 1 My teaching concept
The new curriculum standard advocates the six elements integrated English learning activity, which refers to develop students’ core competence through a series of understanding, application innovation activities. So activities will be the basic organization form in my class. In addition, Professor Wang Qiang also proposed the teaching design of English subject based on big ideas which provide a basis for setting curriculum priorities to focus on the most meaningful content.
Part 2 My analysis of the text & students
Extended reading is aiming to guide students to further expand reading around the unit topic.
【What】After briefly introducing the main content of "Forrest Gump", it shows
a classic segment of the film: Forrest, with low intelligence, recollected the first day of school when he had special experience with the bus driver and the children on the school bus.
【How】As a script excerpt, this article unfolds in the form of stage direction,
dialogue and voice over. Teaching activities should enable students to master the characteristics of film script, analyze personality of characters through reading the script, and learn to appreciate classic lines to fully appreciate classic film.
【Why】This excerpt aims to let students understand the plot, feel the personality
of characters in the script and catch the influence of Gump's mother and Jenny’s kindness by reading the script and watching the video. Students are expected to appreciate the charm of film, cultivate positive attitudes towards life and form correct values through the beauty of the works.
(1)Students' characteristics: Senior 1 students have correct attitudes towards English learning. They may be shy to show themselves, but are willing to cooperate with others. Besides, they are enthusiastic about learning new topics and desire to learn something beyond textbooks.
What the students have already knew: Students have grasped the words and expressions to describe personalities. They have the ability and strategies in acquiring major information. What’s more, they have got the knowledge about film learned in the previous parts in this unit.
Students’ possible deficiencies and learning needs
Their ability in analysis and critical thinking still needs to be constantly improved. Most students haven’t watched Forrest Gump and lack a deep understanding about English script.
Feeling the charm of the world of light and shadow, improving the ability to appreciate the aesthetics of movies and their thinking ability are the learning needs of this lesson.
Parts 3-4 Learning objectives、Key & difficult points
Based on my analysis of the text and students, according to the Core Competence, by the end of this lesson, students will be able to:
know the components and elements of the script.
understand the content of the plot and relationships between the characters.
analyze the personality of each character in the excerpt.
appreciate the excerpt by giving reasons for which lines they like most and share them with each other.
improve their thinking ability, comprehend the true meaning of life and form positive attitudes towards life.
The key point is how to help students master the characteristics of the script and analyze the personality of the characters through teaching activities.
While the difficult point will be laid on how to help students appreciate the beautiful lines through group activities by giving reasons, and form positive attitudes towards life.
Part 5 Teaching and learning methods
As we know, a good teaching method should be student-centered. In this class, I’ll mainly use activity-based teaching method, question-driven method and situational teaching method.
Students will use initiative learning method to know the components and elements of the script and understand the plot; cooperative learning method to analyze personality and appreciate lines; exploratory learning method to learn the excellent qualities of the characters.
Part 6 Teaching procedures
I’ve designed the whole lesson into five parts to fulfill the English learning activity concept. Meanwhile, the whole teaching procedures consist of three aspects: teaching, learning and evaluation.
Step 1 Lead-in
Firstly, have small talks with students about our hobbies and mention something that attracts my daughter’s attention—the blind box. Then, ask students why the blind box is so popular. They may answer they are mystery or we never know what is in it and then quote a famous line in the movie “Forrest Gump” to lead to the topic.
The Purpose is to create the situation using the popular item to arouse Ss’ interest and bring out the topic naturally. Meanwhile, the blind box can be used as a gift to stimulate students' enthusiasm in this class.
Evaluation of students: Students become interested in the topic and get ready for learning.
Show a picture of the film and ask the question: How much do you know
about the film
Purpose: To activate students’ background knowledge and stimulate their learning enthusiasm.
Evaluation: Many of the Ss haven’t watched the film, but those who have watched can roughly describe the content and express their opinions. Just like the boy said.
The background information lays a good foundation for reading today.
Step 2 Global-reading
Activity 1: Ask students to go through the script quickly to figure out the components and express their understanding of stage direction and voice-over.
The Purpose is to guide students to focus on the text form and understand the stylistic characteristics of the script.
Evaluation: Students may feel a little bit confused about the component because they are not familiar with it. But after teacher’s guidance, they can figure them out.
Activity 2: Guide students to find out the basic elements of a script and comb through the script quickly to find out the setting, characters and summarize the plot using their own words. After that, guide students to divide the whole plot into three plots.
Purpose: To train students ability to obtain and summarize information quickly in reading and promote students’ understanding of the structure.
Evaluation: Students can accurately get the elements, understand the content through reading, and summarize the main plot.
Step 3 Detailed-reading
Activity 1: Before reading in details, Invite students to enjoy the movie clip of this excerpt.
Purpose: To guide them to pay attention to expression and intonation while watching the clip and get them prepared for detailed reading.
Activity 2: Have students work in groups and each group chooses one character and analyzes the personality by reading through lines to find more evidence. Students exchange ideas with the group members.
The Purpose is to lead students to analyze and conclude the relevant information and encourage their teamwork and innovation.
Evaluation: By working in groups, students can use proper vocabulary to express their opinions reasonably. I’ll show you one piece of the work.
Their answers will be shown on the Bb not on the screen, because we have no fixed answers but accept any possible answer.
Activity 3: Have students work in groups to exchange ideas about their favorite lines and then share group ideas with the class.
Purpose: To cultivate students' appreciation ability and feel the charm of
language.
Evaluation: Students can find out their favorite lines and give the reasons, and they demonstrate the diversity of their thinking.
And if necessary, I’ll help analyze two examples for Ss to better understand the content and culture.
Step 4 Post-reading
Have students work in groups of five in the form of the reading circle. One student acts as the leader and the leader guides four group members to discuss the four questions. (each for one question). After discussion, the leader concludes all the ideas and forms a short passage to report it to the class.
Purpose: To guide students to learn the excellent qualities of the characters, form correct values and realize language migration and innovation as well as to enhance students’ language competence, thinking quality and innovation ability.
Evaluation: Students can actively participate in group discussion, learn outstanding qualities, and express correct opinions.
Here are examples of their short passages of the discussion written in class and I’ll show a short period of the example to you.
After that, I think it’s time to lift their awareness of the theme. Show more classic lines in the film to students and ask: what have you learned from the video and the lesson
Purpose: To highlight the theme of this unit which is to guide students to form correct and positive attitudes towards life.
Evaluation: Students can form and express their own ideas about the theme.
At last, highlight that it’s the charm of film that attracts us to watch films, appreciate scripts and know more about the world of Lights, camera, action!
Step 5 Summary & Homework
Summarize the whole lesson with Ss on the Bb and ask them to give self- assessment to check whether they have performed well in this class.
Individual work
[Must] Read out the scripts with intonation and emotion after class.
[Optional] Enjoy more lines from other films especially Chinese films and try to dub them.
2. Group work Choose one plot and role-play it in groups.
Purpose of my design: Different forms and levels of homework can meet individual needs. For the must parts, they can enhance students’ appreciation on this movie and help them better understand the personality of each character. Besides, the optional one will be provided to those who have more interest in this topic.
Part 7 Blackboard design
My blackboard design is divided into two parts. The left part shows students’
production in detailed reading, which is the key point in this class. And for this part, we have no fixed answers but welcome any possible answer, which encourages students’ brainstorming and innovation. The right part concludes the main points in this class and highlight the initials of each part, forming the key word “charm”, which echoes the theme of this unit.
Part 8 Teaching reflection
In this class, we have practiced the English Learning Activity Concept and the integration of Teaching, Learning, Evaluation effectively. Meanwhile we have mainly achieved the learning objectives and students have performed well in class activities and have good generation. But, in the process of learning, several students did not fully participate in class activities and it is still hard to enlighten students to form a correct outlook from films in one single lesson, which are the questions needed to be considered carefully after this class.
That’s all my presentation. Thank you for listening!

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