There are altogether 100 dialogues in this part, which are assigned to 20 students to listen to. Each one has to try to listen as exactly as possible, all the way from the exact words, the pronunciation, the meaning of each sentence and so on. This intends to stimulate students’ interests in listening and arouse their passions for cooperation.
Teacher: a listening teacher in HNAU
Material: a part of an American film called Frost Gump
Setting: 20 students are sitting in groups in a semi-circle round the classroom. The front side is the teacher’s desk and the blackboard.
Time: 2 class periods in one morning.
Procedures:
Stage1: The teacher and students greet each other.
Stage2: The teacher plays the part of the film in computer and students begin to listen.
Stage3: The teacher puts forward the question “What do you think is the spirit of Frost Gump?”, writes the question on the blackboard and asks students to discuss with their neighbors later.
Stage4: After seeing the part, the teacher stops students and asks for their opinions. Several students stand up and speak out their ideas and the teacher puts different views on the blackboard.
Stage5: The teacher analyzes the part to the students. First, she calls a few weaker students to imitate some sentences in the part. If any mistakes occur, she corrects them immediately, pronounces the correct sound then student imitate, and listen to the film once again.
Stage6: The teacher asks the students to divide into 4 groups; each group has its own assignment. The first group is to find the background of the film and information concerned; the second one is to find out new words and expressions in the part and make out their meanings for all. The third one is to concentrate on the main idea of the part, retelling the plots in their own words, and the last group is to make a conclusion of “what is Forrest Gump’s spirit”.
Stage7: 20 minutes later, the teacher asks for each group’s opinion and makes a summary.
Stage8: Then the teacher videos the part again and lets these groups under discussion. While students are busy preparing for the job, the teacher walks around the room for help.
Stage9: 20 minutes later, the members of groups go to the blackboard together to address their opinions. Some explain the background of the film, some point out the difficult language points with example sentences and paraphrases; some tell us their own views of the main idea and the rest make a conclusion of the spirit of the hero.
Stage10: All the information shared by all is required to make a summary for each student’s homework so that they can attain the efficiency of cooperative learning.
Some of the students’ comments are as follows:
Student A, who is in charge of this sentence: “Life is like a box of chocolates, you’ll never know what you’re gonna to get”. In this sentence, there are some pronunciation skills which often occur in American materials. Such as “you’ll”, “gonna”, quite colloquial. Besides, the intonation is worth of imitation. Then he analyzes the implicated meaning of this sentence which intends to tell the truth: everything is possible in the kaleidoscopic world.
Student B, who is in charge of “Run, run, run, Frost!” The simple words contain overwhelming passions. His girlfriend encourages him to strive up whenever he meets difficulty by shouting this to him. The intonation indicates a love between a young couple, which in turn attracts students’ attention to intimate and learn.
Student C explains the spirit of Forrest Gump, which stands for the essence of a nation. It is a spirit of never-saying-giving-up; it is a spirit of consistent pursuit of aim and goal; it is a spirit of overcoming difficulties and obstacles to embrace the victory. The spirit stimulates the hero to stride forward tirelessly and determinately, which makes him from innocence to be well acceptance all over the world. The reason why he is so much accepted not only for his humor and courage but for his inner essence of his spirit.
Student D: The background of this film occurred in the period of Vietnam-American War, when the troops were sent to Vietnam to liberate the people there. Forrest, one of the soldiers, stood for a newly-established power to set the prisoners free, which in a sense contributed to the acceleration of the development there.
3. 4 In writing
In teaching English as a foreign language, we know writing is an indispensable part. Many teachers and students, however, consider writing a solitary act, in which they are puzzled with where to start. In fact, writing can be a very interesting interaction, which largely activates students’ prior knowledge, creativity and imagination, and provides chances for students to experience a sense of achievement.
The following case is such an activity, called “developing a sentence”; in which students find it useful to write sentences using new language shortly after they have learnt it [13].They work in cooperative groups and develop sentences using the adjectives, attributive clause and adverbial clause in describing people.
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