Unit 1 Extending reading Forrest Gump
Learning designs
Leaching Objectives:
By the end of the class, students will be able to:
1. know the components of the script.
2. analyze the excerpt of the script from different aspect according to reading circle.
3. learn a positive and sincere attitude toward difficulties in life from different characters.
Learning important and difficult points:
1. understand and finish the role tasks in reading circle.
2. analyze the excerpt of the script form different aspect by reading circle.
Learning methods:
Individual work; group discussion; deduction; self-evaluation; peer-evaluation.
Procedures:
Step 1: Lead-in
Review what we have learned before class.
What is the script made up of?
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Step 2: Presentation and evaluation
Evaluation sheet
Items |
Evaluation perfect so-so not good |
Evaluator peer(同伴) |
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Language |
pronunciation 语音 |
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intonation 语调 |
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Emotion 情绪 |
properness (恰当) |
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Table 1 for performances
Step 3: Reading circle
1. Role tasks & Group discussion
b. Passage Person
c. Character Analyzer
d. Cultural Ambassador
e. Discussion Leader
Discussion scaffolding(课堂指导用语)
Word Master单词大师
The word master is to
1) choose 3-5 words or short phrases that are new or special, or that are important in the script.
2) explain the meanings of these words in simple English, provide collocation(搭配) or sentences about the script.
Word |
Page ___&Para___ |
Definition(定义) |
collocation & sentences |
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Discussion scaffolding(课堂指导用语)
Word Master
“I mainly focus on the word(s) ________ because___________________________."
Character Analyzer性格分析大师
The Character Analyzer is to
1) analyze the personality of 2-3 characters using adj.(warm etc.) or sentences.
2) give supporting lines in the excerpt to explain your analysis.
Characters |
Personalities |
Explanations |
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Discussion scaffolding(课堂指导用语)
Character Analyzer
“I mainly focus on the character ________ because of the line(s):_______________"
“The reason why I choose this character is that _____________________________.”
Passage Person文学巨匠
The passage person is to
1) analyze the discourse type, stylistic features, and passage structure.
2) appreciate good sentences and give reasons.
3) choose some words to discuss how they are interesting/ important/ confusing/ surprising/ well-written.
Analyze on the discourse type:
What is the genre(体裁) of the passage?
A. Narrative(记叙文) B.Argumentation(议论文) C.Script(剧本)
Analyze the passage structure(结构):
ending |
Fregtag’s Pyramid金字塔结构 |
Find out the original lines of the writing techniques(写作手法) applied in the passage.
Simile(明喻):_________________________________________________________
Comparison:__________________________________________________________
List beautiful or favorite sentences from the excerpt and give your reasons.
Para ______
Sentences____________________________________________________________
The reason I picked it __________________________________________________
Discussion scaffolding(课堂指导用语)
Passage person
1. The discourse type(语篇类型)、stylistic feature(文体特征) and passage structure(语篇结构) of this passage is that__________________________________
2. The genre(体裁) of this passage is______________________________________
3. There are some writing techniques applied in the passage, such as simile, comparison.___________________________________________________________
This sentence is interesting/ important/ confusing/ surprising/ well-written for the reason that___________________________________________________________.
Cultural Ambassador文化大使
The cultural ambassador is to
1) read the following passage carefully.
2) analyze different cultures behind the film script.
On Reflection of American Culture in Forrest Gump
Forrest Gump’s assertion that “life is like a box of chocolate, you never know what you are going to get” becomes part of the American language. What’s more, Forrest Gump is so popular that the American Dream is spread by analyzing the qualities and characteristics of Gump. The American Dream in Forrest Gump reflects in four aspects: equal opportunity, self-reliance, simplicity and optimistic attitude towards life.
It is well known that every country has its own culture. America is an immigrant country who brings different languages and different cultures to the Unites States, so America is a nation of cultural diversity. In the novel there are so many deep meanings hidden behind the simple events. It tells a life experience of an intellectual impaired man: Forrest Gump, whose IQ is only 75, much lower than the normal, his successful experience of becoming wealthy through his hard work and luck. Besides, the events that happen in the novel are all typical and significant ones in those times, such as the civil rights movement, the Vietnam War, anti-war movement, anti-racialism(反种族主义) and the turning of American presidents, they form the centre of American culture.
cultural backgrounds |
explanations |
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Discussion scaffolding(课堂指导用语)
Cultural Ambassador
“This excerpt reminds me of____________________________________________.”
“If I were_________, I would___________________________________________.”
“I can understand how Forrest felt because_________________________________.”
Discussion Leader讨论领导者
The Discussion Leader is to
1) start and organize the discussion and help other students.
2) call on each member to present their prepared role information.
3) ask 3 general questions of 3 levels about the reading material.
Level I should be detailed questions about the material.
Level II should be questions whose answers are inferred not direct.
Level III should be critically-thinking questions about the material, such as evaluation/ possible solutions and so on.
4) Usually, the best discussion questions comes from your own thoughts, feelings.(What surprised you, made you smile or made you feel sad?)
My questions:
Level I_______________________________________________________________
Level II______________________________________________________________
Level III______________________________________________________________
Discussion scaffolding(课堂指导用语)
Discussion Leader
Level 认知层次 |
Competence 认知能力 |
Scaffolding of expressions (语言表达用语) |
Level I
detailed questions |
Knowledge 知识 |
围绕标题、主要人物、情节、背景等方面进行提问。 e.g. Questions about the characters. Tell me about...? How many...? Who are the....? Where can you find..? Who said...? |
Understanding 理解 |
What happened after...? What do you think of...? What’s the difference between..?How would you describe...? |
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Level II
inferential questions |
Application 应用 |
围绕标题、背景知识、文化差异等方面提问。 e.g.Questions about the theme(friendship, race...) How would you react when...? What would you do if...? |
Analysis 分析 |
Questions about the theme(friendship, race...); Questions about what will happen next. How was this similar to.../different from...? What was the problem with...? |
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Level III
critically- thinking questions |
Evaluation 评价 |
Questions about the ending( surprising, expected, like it or not like it...?) Do you agree with the words “Stupid is as stupid does.” Do you think ... is a good or bad thing? Do you believe...? |
Creativity 创造 |
Can you imagine how...? How could you respond to...? I want to make a new ending/beginning...? |
2. Presentation and evaluation
Items |
Evaluation details |
perfect |
so-so |
not good |
Evaluator peer |
Word Master
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1.explain the meanings of the words clearly. 2.list some phrases or sentences. 3.explain the words from the angel of the script. |
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Items |
Evaluation details |
perfect |
so-so |
not good |
Evaluator peer |
Passage Person |
1.explain the discourse type, stylistic feature. 2.show the passage structure or analyze beautiful sentences. 3.analyze 1-2 writing techniques in the excerpt. |
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Items |
Evaluation details |
perfect |
so-so |
not good |
Evaluator peer |
Character Analyzer |
1.analyze the personality of different characters. 2.show supporting lines. |
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Items |
Evaluation details |
perfect |
so-so |
not good |
Evaluator peer |
Cultural Ambassador |
1.analyze cultural backgrounds. 2.connect with our own culture or compare cultural differences. |
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Items |
Evaluation details |
perfect |
so-so |
not good |
Evaluator peer |
Discussion Leader |
1.raise three different levels of questions. 2.organize the discussion among own groups. |
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Step 4: Critical thinking
What does the feather in the script mean?
(writing techniques & deeper meaning connected to Forrest.)
Step 5: Giving advice
What should my friend do?
__________________________________________________may be a good choice.
It may be wise to______________________________________________________.
Step 6: Self-evaluation
Learning objectives |
perfect |
so-so |
not good |
1.Knowing the components of film script. |
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2. Analyze the excerpt from different aspect according to reading circle. |
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3.Learn to be positive to difficulties in life. |
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4.Discuss actively and express freely. |
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Step 7: Homework
1. Select and award “the Best Performing Group”、“the Best Actor” and “the Best Actress” after class.
2. Enjoy more lines from the film and try to dub(配音) them.
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