Book 2 Unit 1 Extended reading

Forrest Gump (Excerpt) 教学设计

宜兴市官林中学       徐婷燕

主题语境：人与社会——人际关系与社会交往

语篇类型：电影剧本

授课时长：一课时（45分钟）

内容分析：

【What】本语篇取材自美国经典电影《阿甘正传》。在简要介绍了《阿甘正传》这一影片的主要内容及其主人公阿甘的性格特征后，展现了影片的一个经典片段：智力低下的阿甘回忆上学第一天，在通往学校的校车上与司机，不愿让座的孩子们与小女孩珍妮之间的对话和经历。

【Why】本语篇是一部经典影片的剧本片段，旨在让学生通过阅读剧本、观看视频来了解剧情，梳理剧情，感受剧本中阿甘的人物性格特征，体会阿甘母亲的阿甘无私的爱以及小女孩珍妮的友善、率真。

【How】作为经典影片的剧本片段，本语篇以舞台说明、对话和旁白的形式展开，展现了剧本中各个人物之间的关系，体现了剧中人物的内心世界。教学活动要让学生掌握影视剧本的文体特征，让他们通过阅读剧本把握人物性格特征，学会欣赏经典影视作品。

教学目标：

经过本课的学习，学生能够：

1. 掌握剧本的三大基本要素；

2. 理解本选段主要内容情节及各人物之间的关系；

3. 分析三个主要人物性格特征；

4. 通过分享最喜欢的台词并说出理由的方式欣赏剧本；

5. 学会如何在现实生活中正确对待陌生人。

教学过程：

Step 1: Lead-in

1. T has Ss observe some pictures taken from the opening scene of the excerpt and predict what will happen.

2. T has Ss watch the video clip from which the pictures are taken.

[设计意图] 利用从局部到整体的三张图片激发学生对后续情节发展的猜想，引出主题并引起学生兴趣，形成阅读期待。

Step 2: Analysis of a script

T introduces the three basic elements of a script: narration, dialogue and voice-over. T has Ss read Line 5 to Line 10 and find out the three parts in these lines. T explains the functions of each element.

[设计意图] 关注语篇体裁，把握语篇构成，为梳理情节和理解人物性格特征打下基础。

Step 3: Introduction to Forrest Gump

T has Ss read the introduction part and answer two questions about Forrest Gump.

[设计意图] 铺垫主人公背景知识，突出阿甘性格单纯，智商不高却过上精彩人生的反差，埋下伏笔。

Step 4: Plot analysis

1. T has Ss go through the script and find out the setting and characters.

2. T has Ss divide the script into two parts according to the time line.

3. T has Ss read Part 1(before getting on the bus) again and fill in the table of “who”, “when” and “what”. T then asks Ss to summarize the plot of this part.

4. T has Ss read Part 2(after getting on the bus) again and work in groups to draw a mind map about “who” and “what”. Then T asks Ss to share and explain their mind maps to the class.

[设计意图] 故事由背景、人物、情节三个基本要素构成。学生自主阅读，先寻找故事的前两个要素，再通过分段的方式将文章分为两部分，让学生用填表和小组合作绘制思维导图的方式梳理出文章的情节，培养了学生寻找、概括信息的能力和口头表达能力。

Step 5: Character analysis

1. T presents some hints about Momma and Jenny’s character and asks Ss to infer Momma and Jenny’s character from them.

2. T has Ss work in groups to find out some evidence in the script which shows Forrest’s character, and summarize Forrest’s character.

[设计意图] 引导学生挖掘三个主人公的性格特征，锻炼学生主动寻找信息的能力和推断、总结的能力。

Step 6: Sentence analysis

T has Ss analyze two key sentences in the script.

[设计意图] 通过分析剧本关键句，进一步深化学生对人物性格特征和人物关系的理解。

Step 7: Reflection

T has Ss answer the question: Being a man with an IQ of 75, how can Forrest live an amazing life?

[设计意图] 引导学生分析阿甘智商不高，性格单纯却过上精彩人生的原因，鼓励学生学习阿甘身上的美好品质，珍惜身边家人和朋友的爱与支持。

Step 8: Appreciation

T had Ss share their favorite lines and explain the reasons.

[设计意图] 通过分享最喜爱的台词，引发学生情感共鸣，深化对语篇的理解与欣赏。

Step 9: Free talk

T has Ss answer a question: If you meet people like Forrest Gump in real life, how will you treat him?

[设计意图] 教师创设真实生活的语境，让学生充分内化并运用之前所学，创造性地表达个人观点，深化主题意义，加强德育浸润。

Step 10: Homework

T asks Ss to imagine what will happen in school and write a short essay about it.

[设计意图] 读后续写，拓展话题内容，巩固上课所学。