Unit 1 Period 4 Extended reading-Assessment（表格式教学设计）英语译林版必修第二册

Unit 1 Lights, camera, action! Period 4 Extended reading-Assessment教学设计 教学基本信息 单元名称 必修第二册Unit 1 Lights, camera, action! 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第二册 出版社：译林出版社 出版日期：2020年7月 课时安排 2课时(80min) 课型 泛读课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以 “经典影视片段赏析与配音实践” 为主题语境，通过巧克力趣味设问、经典影片片段播放创设情境，激活学生观影经验，激发影视文化探究与剧本阅读兴趣。 2. 遵循 “学习理解 — 应用实践 — 迁移创新” 的思路：引导学生通过略读、寻读等泛读策略梳理剧本结构、提取人物与情节细节信息（学习理解）；通过人物性格分析、经典台词品读深化文本理解，通过语言点讲练夯实词汇语法基础（应用实践）；最后通过影视配音项目实现语言知识的综合迁移与创意表达。 3. 注重初高中影视类文本学习衔接，聚焦剧本泛读策略培养，提升学生媒介文本信息提取与鉴赏能力；通过小组合作与项目式学习，培养学生的协作探究能力与跨文化思维品质。 教材分析 【What】本课为单元拓展阅读板块，选取经典影片《阿甘正传》校车片段剧本节选，文本涵盖场景描述、人物对话、旁白（voice-over）三类剧本核心要素；配套活动包含剧本结构梳理、人物性格分析、经典台词赏析、影视配音项目、核心词汇讲练、学习效果评估与分层写作作业，实现 “读 — 析 — 赏 — 演 — 评” 的完整学习闭环。 【Why】通过拓展阅读，学生能掌握影视剧本的文体特征与阅读方法，提升实用类媒介文本的阅读能力；通过人物分析与台词品读，深化文学鉴赏能力与批判性思维；了解欧美影视文化与人文精神，拓宽国际视野，增强跨文化理解；通过配音项目将语言学习与影视实践结合，提升综合语言运用能力与创意表达能力。 【How】文章为标准影视剧本文体，采用 “场景铺垫 — 对话推进情节 — 旁白补充叙事” 的结构：开篇交代场景与人物背景，主体以人物对话推动情节发展，穿插旁白补充主角心理与回忆；文本语言兼具生活化口语特色与哲理性经典金句，适合泛读训练与口语模仿。学习路径以剧本阅读输入为基础，以人物赏析深化思维，以配音项目驱动输出，以语言点巩固基础，兼顾阅读技能、文化意识与语言知识的协同发展。 学情分析 1. What I know 词汇方面：经过本单元前几课时的学习，已掌握 film, scene, character 等基础影视话题词汇，能读懂简单的影视介绍类文本。 阅读方面：具备基本的略读、寻读能力，能快速查找记叙文细节信息，接触过对话类短文，但未系统学习影视剧本文体。 背景知识方面：有英文影片观影经验，对影视片段、配音活动充满兴趣，乐于参与影视赏析与实践类课堂活动。 2. What I want to know 学生渴望了解影视剧本的构成要素与专属阅读方法，掌握通过台词、动作细节分析人物性格的技巧。学生希望提升影视类文本的泛读效率，积累地道美式口语表达与特色习语。学生对 “影视配音” 的实践任务感兴趣，想知道如何贴合人物情绪完成口语演绎，展示配音成果。 3. What I learned 主题内容方面：系统掌握影视剧本文体特征，理清《阿甘正传》节选片段的情节脉络，精准把握核心人物性格，理解经典台词的人文内涵，形成对影视文化的全面认知。 语言知识方面：掌握 despite, major, pull up 等核心词汇短语的搭配与用法；理解 do 表强调的语法结构；积累影视赏析、人物描写类话题表达；能独立完成影视主题的短文写作。阅读策略方面：熟练运用略读把握剧本框架、运用寻读定位人物细节，提升影视文本泛读能力；学会通过表格梳理人物性格与支撑细节的学习方法。 综合能力方面：能小组合作完成影视片段的配音设计与展示，提升协作探究、创意演绎与综合语言输出能力。 教学目标 语言能力 能读懂《阿甘正传》剧本节选文本，准确提取场景、人物、情节、人物动作等维度的细节信息；掌握 despite, major, event 等核心词汇的词义、搭配与用法，理解 do 表强调的语法结构；能围绕影视话题进行简单的口头赏析与书面表达。 学习能力 熟练运用略读、寻读等泛读策略处理影视剧本，提升信息提取、归纳与人物分析的自主阅读能力；能在小组合作中分工协作，共同完成影视配音的探究与展示任务，提升协作学习与项目实践能力。 文化意识 了解欧美经典影视的叙事特点与文化内涵，感受影片传递的真诚、坚持的人文精神，尊重不同国家的影视文化差异，增强跨文化理解与包容意识；同时加深对本土优秀影视文化的认知与认同感。 思维品质 能梳理剧本的篇章结构，培养结构化思维；能依托台词与动作细节推理人物性格，提升逻辑思维；能辩证赏析经典台词的内涵，提升批判性思维；能通过配音设计进行创意表达，提升创新思维与表现力。 教学重难点 教学重点 阅读策略维度：掌握略读抓剧本结构、寻读找人物细节的泛读方法，快速提取影视文本的核心信息。 语言知识维度：掌握 despite, major, pull up 等核心词汇短语的搭配与用法，理解 do 表强调的句型，能在语境中准确运用。 文本赏析维度：梳理核心人物的性格特征，结合细节支撑完成人物分析，理解经典台词的深层内涵。 教学难点 思维表达：准确、有条理地用英语分析人物性格，阐述个人对经典台词的理解与赏析理由。迁移应用：将阅读所学的口语表达与人物塑造方式迁移到影视配音与主题写作中，实现内容与语言的综合创新。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. 趣味设问：展示巧克力盒图片，提问 If you pick a chocolate randomly, can you guess its taste before you eat it? 引出影片经典金句 Life is like a box of chocolates; you never know what you’re gonna get.，学生自由分享对这句话的理解。2. 主题引入：简要介绍《阿甘正传》的影片背景与主角设定，播放校车片段原片短视频，提问学生对影片主角的第一印象，引出本节课阅读主题 ——Forrest Gump script excerpt。 ●从趣味生活话题切入，激活学生观影经验与影视话题词汇，激发影视文化探究兴趣，自然引入剧本阅读主题。 8min Activity 2 Reading 1.Free talk: What is the script composed of? 答案：Narration, dialogue, and voice-over. 2. Watch the video and then answer the questions. ①Who are the main characters? ② Where is the story set? ③When does the story happen? 答案：①Forrest Gump, Jenny, Mrs Gump. ②Mainly inside a school bus. ③On Forrest Gump’s first day of school. 3.Read the script and fill in the table below. Setting Characters Plot Forrest takes the school bus on the first day of school. The children are ______ to him except ______, who offers him a seat. They sit together and have a conversation all the way to school. Soon they become ____. 答案：mean, Jenny, great friends. 4. Read the script again and fill in the chart. Character Personalities Supporting details Mrs Gump Forrest Jenny 答案： Character Personalities Supporting details Mrs Gump loving, kind, encouraging, thoughtful She bends down to speak gently to Forrest, holding his face and kissing him, and lets Forrest get on the school bus by himself. She waves to Forrest as the bus drives away. Forrest grateful, polite, confident, simple, pure He sits down next to Jenny, looking at her confidently. He nods his head sometimes, smiling a bit. Jenny gentle, friendly, warm-hearted innocent, pure She is the only one to offer Forrest a seat; she asks questions that may not be polite, like “Are you stupid or something?”. At last she puts her hand out towards Forrest to shake hands with him. 5. How about other characters (bus driver; two young boys; a larger girl; a boy sits on a larger seat)? 答案：Bus driver, kind, patient, responsible. Boys 1, 2, 3 and a large girl, unfriendly, indifferent, arrogant, rude, prejudiced. ●分层推进泛读过程，先整体把握剧本文体结构，再精准提取人物与情节细节，落实略读、寻读策略训练，帮助学生掌握影视文本高效阅读方法。 20min Activity 3 Appreciation 1, Let’s talk about our understanding of these lines. L21. Forrest begins to walk down the bus. L42. My legs are just fine and dandy. L53. Momma says stupid is as stupid does. L57. From that day on, we was always together. L58. Jenny and me was like peas and carrot. 2.What are your favorite lines from the script? Share your reasons. 3.What are your favorite lines from other films? Explain why you like them. ●通过主题讨论深化对文本内涵的理解，培养共情能力与批判性思维；通过生活话题锻炼口语表达，为后续项目任务积累思路与情感铺垫。 10min Activity 4 Project 1.What is dubbing? 答案：Dubbing is the process of adding new dialogue or other sounds to the sound track of a film that has already been shot. 2. What are the differences between voice-over and dubbing? 答案：Voice-over and dubbing are both techniques for interpreting a message to a new audience. However, while voice-over is narrative by nature and lacks the emotion and tonality of the original audio, dubbing is much more precise as it maintains the tonal, emotive, and technical richness of the original soundtrack. 3. What requirements does dubbing a film scene need? 答案：Simulating the voice of the character in the video; Using the body language; Acting; Expressing the character’s emotions; ... 4. Step1: Choose one film scene. As a class, discuss some film scenes that you like. Use the ideas below to help you. Then in groups, choose a film scene you are going to dub. · Are there enough characters in the scene in your group? · Are the words clear to understand? · Do the characters speak more or less the same amount? · How long does the scene last? 5. Step2: As a group, practise dubbing the chosen film scene together. 6. As a group, present your dubbing to the rest of the class. ●将阅读所学的口语表达与人物情感迁移到真实配音实践中，通过合作探究提升综合语言运用能力、创意演绎能力与团队协作能力。 18min 应用实践 Activity 5 Language points 详解文章中的重点单词、短语和句型。 ●聚焦核心语言点，通过讲练结合夯实基础，实现教考衔接，提升语言运用的精准度。 15min Activity 6 Summary 以思维导图的形式，分别整理和归纳本篇剧本的结构、核心人物与经典台词要点。 ●整合文本信息，梳理知识逻辑，帮助学生构建清晰的认知体系。 3min Activity 7 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 3min 迁移创新 作业内容 作业设计意图 3min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 假定你是李华，你校即将举办英文配音大赛(English Dubbing Contest)。请给负责此事的外教Miss Jenkins写封邮件，内容包括： 1, 对比赛形式提出建议； 2, 说明理由。 注意： 1. 字数80左右； 2. 为使行文连贯，可以适当增加细节。 Dear Miss Jenkins, ________________________________________________________________________________________ ________________________________________________________________________________________ Yours, Li Hua 参考范文一： Dear Miss Jenkins, I’m Li Hua from Class 3. I’m excited to learn about the coming English Dubbing Contest, and I’d like to share a suggestion about its form. I suggest allowing students to form small teams of 2-4 members instead of competing alone. My reasons are simple. First, teamwork can reduce stage fright and help students learn from each other. Second, group dubbing often sounds more natural and lively, which will make the contest more enjoyable for both the participants and the audience. In my opinion, a team-based contest would encourage more students to join and show their talents. Thank you for considering my idea. Yours, Li Hua 你参加了你校外文社举行的英语趣配音比赛（Funny Voice Acting），你将代表获奖的学生在颁奖会上发言。请你写一篇发言稿，内容包括： 1.活动评价： 2.收获及感想。 注意： 1. 字数80左右； 2. 为使行文连贯，可以适当增加细节。 Good morning, everyone! ________________________________________________________________________________________ ________________________________________________________________________________________ Thank you! 参考范文二： Good morning, everyone! I feel honored to share my feelings on behalf of the winners in the Funny Voice Acting. What I have harvested most from the contest is not the award but the improvement of my pronunciation and the fun of acting. By imitating the tone and intonation of actors or actresses, we have made great progress in our oral English. The Funny Voice Acting is a great success. Not only does it enrich our school life but also motivates our passion to learn English well. I sincerely appreciate the chance to promote our ability. Thank you! ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit 1 Lights, camera, action! Extended reading: Forrest Gump Structure Setting → lead in the background Characters & dialogue → push the plot forward Voice-over → add inner thoughts & narration Characters & Personalities Mrs Gump: loving, encouraging Forrest: pure, polite, grateful Jenny: warm-hearted, friendly Classic lines Stupid is as stupid does. Life is like a box of chocolates. 教学反思 优点： 影视主题学习趣味性强，掌握了影视剧本文体的阅读方法，能快速提取场景、人物、情节等核心信息；积累了影视话题词汇与地道口语表达，学会通过台词细节分析人物性格。配音实践锻炼了口语表现力与团队协作能力，对欧美影视文化有了更深的理解，感受到经典影片的人文魅力。 缺点： 部分同学在人物赏析与台词表达中词汇句型储备不足，难以深入完整地表达观点；配音时对人物情绪的把控不够精准，口语语调与节奏有待提升。 改进： 课后积累影视赏析类功能句型与话题词汇，搭建专属语料库；多跟读英文影视片段，模仿人物语气语调，提升口语表现力；主动拓展观看优秀英文影片，在真实语境中巩固语言知识，提升文化理解能力。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $