本科生毕业论文-english movies’significance and application in middle school english teaching英语原版电影在中学英语教学中的作用及应用

本科生毕业论文（设计）题目ENGLISHMOVIESSIGNIFICANCEANDAPPLICATIONINMIDDLESCHOOLTEACHING专业英语院部外国语学院学号0804410526姓名XXX指导教师XXX讲师答辩时间二一二年四月论文工作时间2011年09月至2012年04月英语原版电影在中学英语教学中的作用及应用摘要中学生学习英语缺少积极性和主动性，教师的教学方法过于拘谨及严肃这样是学生学习英语的兴趣不浓，使教学达不到新课标的要求。本文通过论述了英语电影对英语教育的积极作用，如何在课堂上运用英语原版电影，教师在这样教学模式下的角色。从而提高课堂教学效率，让学生在愉快和轻松地氛围里学习英语，爱上英语，最后达到新英语课程标准的要求。关键词电影；角色；英语；兴趣ENGLISHMOVIESSIGNIFICANCEANDAPPLICATIONINMIDDLESCHOOLENGLISHTEACHINGABSTRACTSTUDENTSLEARNINGOFENGLISHISLACKOFENTHUSIASMANDINITIATIVE,ANDTHETEACHERSTEACHINGMETHODSARETOOSTIFFANDSERIOUS,WHICHMAKESTUDENTSINTERESTINLEARNINGENGLISHWEAKINTHISSITUATION,WECANNOTMEETTHEREQUIREMENTSOFTHENEWCOURSESTANDARDOFTEACHINGTHISTHESISDISCUSSESTHEENGLISHFILMSPOSITIVEROLEINENGLISHEDUCATION,HOWTOUSEORIGINALFILMSINTHEENGLISHTEACHING,TEACHERSROLEINTHISNEWTEACHINGMODESOASTOIMPROVECLASSROOMTEACHINGEFFICIENTLYFORSTUDENTSLEARNINGENGLISHINAPLEASANTANDRELAXEDATMOSPHERE,MAKETHESTUDENTSFALLINLOVEWITHENGLISH,ANDFINALLYMEETTHEREQUIREMENTSOFTHENEWENGLISHCURRICULUMSTANDARDKEYWORDSMOVIEROLEENGLISHINTERESTCONTENTS1INTRODUCTION111AIMSCURRENTSIGNIFICANCEANDRESEARCHES112MAINIDEAS213CURRENTSTATEOFENGLISHLEARNINGFORTHESTUDENTSINTHESECONDERYSCHOOL214DEFINITIONOFFILM32ENGLISHORIGINALMOVIESROLES321STIMULATINGSTUDENTSINTERESTINENGLISH322DEVELOPINGLEARNERSINTERCULTURALCOMMUNICATIVECOMPETENCE323IMPROVINGHEARINGANDSPEAKINGABILITY33FILMSELECTIONSINENGLISHTEACHING331GOODDIALOGUEANDSTANDARDPRONUNCIATION432SUITABLELENGTHANDPOSITIVECONTENT433BESTRECENTINTERNATIONALAWARDWINNINGFILMS54WAYSOFWATCHINGFILMSINENGLISHTEACHING541INTRODUCINGTHEFILMSPLOTHISTORICALBACKGROUNDANDCHARACTORS542WATCHINGTVINTHREESTEPS65ACTIVITIESOFFILMSINENGLISHTEACHING651IMITATINGDIALOGUE6511PRINCIPLESOFIMITATION6512WAYSOFIMITATION652FILMDUBBING753ROLEPLAYINGINMOVIE8531ROLEPLAYMETHOD8532IMPORTANCEOFROLEPLAY96CONCLUSION10BIBLIOGRAPHY11ACKNOWLEDGMENTS121INTRODUCTION11AIM,SIGNIFICANCEANDCURRENTRESEARCHESIFTHEREISARESOURCETHATCANBEUSEDASLONGASSLIGHTLYPROCESSED,ONESHOULDTRYTODOITENGLISHORIGINALFILMISSUCHANINEXHAUSTIBLERESOURCEUSINGENGLISHORIGINALFILMTOTEACHMIDDLESCHOOLSTUDENTSENGLISH,ONECANBREAKTHROUGHTHELIMITATIONSOFMATERIALS,GREATLYENRICHTHEKNOWLEDGEOFALLASPECTSOFTHELEARNERS,THEREBY,SIGNIFICANTLYIMPROVETEACHINGEFFECTIVELYAGREATNUMBEROFSCHOLARSHAVESTUDIEDENGLISHFILMSINDIFFERENTASPECTSFOREXAMPLE,INTHEDIRECTIONOFTRANSLATION,WANGJUNANDKESHUPINGHAVEANALYZEDTHATTHETRANSLATIONOFFILMDIALOGUESISANEWLYRISINGRESEARCHFIELD,FOCUSINGONANALYZINGTHEMETHODSOFTRANSLATIONOFFILMDIALOGUESFROMTHEPERSPECTIVEOFPRAGMATICSINTHEIRANALYSESONTHEMETHODSOFTRANSLATIONOFFILMDIALOGUES,FROMTHEPERSPECTIVEOFPRAGMATICSINTHEDIRECTIONOFCULTURE,AUTHORMAJINGXININHIS“ANALYSISOFTHECULTURALPERSPECTIVEOFTHEENGLISHORIGINALFILMROLE“HASDISCUSSEDTHEORIGINALMOVIEISTHEREPRODUCTIONCARRIEROFCULTUREANDCUSTOMS,ANDTHEORIGINALENGLISHBYWATCHINGMOVIESTHATISAFLEXIBLEAPPROACHTOLEARNTOUNDERSTANDTHETRUECULTUREANDCUSTOMSOFENGLISHSPEAKINGCOUNTRIES,ANDISALSOVERYDIRECTANDSTRAIGHTFORWARDINHISPAPER,SOCIALCUSTOMS,CULTURALTRADITIONS,RELIGION,CULTUREANDNONENGLISHLANGUAGEANDCULTUREANDOTHERASPECTSOFTHEFILMREFLECTSSOMEOFTHECULTURALPHENOMENONWHATSMOREHOWTOIMPROVELISTENINGINTHECLASSROOM,ANDHOWTOSTRENGTHENTHEEFFECTOFHEARINGHAVEBECOMETHERESEARCHINGDIRECTIONOFANUMBEROFSCHOLARSBUTTHESTUDYABOUTFILMSINMIDDLESCHOOLSTUDENTSENGLISHISNOTCOMPLETEDANDRICHASTOENGLISHHEARINGABILITY,ENGLISHFILMHASANIRREPLACEABLEROLEINITSADVANCEMENTTHISARTICLEAIMSTODEMONSTRATEHOWTOUSETHEENGLISHORIGINALFILMTOTEACHMIDDLESCHOOLSTUDENTSHELPSTUDENTSTOCREATEAGOODATMOSPHERETOLEARNENGLISHSOTHATSTUDENTSINTHISSEMIAUTHENTICLANGUAGEENVIRONMENTFORLANGUAGELEARNINGIMPROVETHEIRENGLISHLISTENINGANDSPEAKINGABILITY,EXPERIENCEWESTERNCULTURALDIFFERENCES,THEREBYENHANCEFOREIGNLANGUAGELEARNINGANDUSINGCOMMUNICATIONSKILLS,WHATSMORE,ENABLESTUDENTSINENGLISHLANGUAGELEARNINGANDPERSONALGROWTH12MAINIDEASENGLISHORIGINALFILMISAVISUAL,HEARING,SPEAKINGINONELANGUAGEANDCULTURECARRIER,WITHVIVIDREALSCENE,LANGUAGEVARIETY,PUREVOICECHARACTERISTICSWATCHINGTHEORIGINALENGLISHMOVIES,WILLHELPONEOBTAINSKNOWLEDGEOFTHELANGUAGEINTHECONTEXTOFTHEIMAGE,ANDMASTERCOMMUNICATIONMETHOD,WHICHISANIMPORTANTMEANSTOIMPROVEENGLISHLANGUAGESKILLSMOREOVER,WITHTHEINTRODUCTIONOFTHEENGLISHORIGINALMOVIESANDORIGINALFILMSINALARGENUMBEROFNETWORKCOMMUNICATIONSPEED,THETIMETHATPEOPLESPENDONWATCHINGTHEORIGINALFILMSGREATLYINCREASED,ANDTHEPROCESSOFWATCHINGAMERICANTVHASNOTONLYSTAYINTHESTORYLINEANDCONTENTKNOWLEDGE,MANYEXPERTSSAYTHEPROCESSOFFILMVIEWINGISBECOMINGANOPENLANGUAGELEARNINGPROCESSTHELANGUAGEOFTHEORIGINALFILMSWITHITSUNIQUECHARMANDVISUALEFFECTSTOHELPANENGLISHLEARNERTOIMPROVETHEIRENGLISHLISTENINGANDSPEAKINGABILITIESOFAVASTWORLDWATCHINGMOVIESINENGLISHBUTALSOHELPSONEUNDERSTANDTHEWESTERNCULTURALPRACTICES,TRADITIONALCUSTOMS,TABOOS,HISTORICALDEVELOPMENTANDPEOPLESWAYOFTHINKINGTHEREFORE,THISARTICLEWILLDISCUSSHOWTOUSETHEORIGINALFILMSTOSTIMULATEMIDDLESCHOOLSTUDENTSINTERESTSINLEARNINGENGLISHHOWTOCHOOSETHEMIDDLESCHOOLSTUDENTSTHEGOODENGLISHORIGINALFILMSHOWTOUSETHESOUNDTRACKANDROLEPLAYINGANDLANGUAGEACQUISITIONTHEORY13CURRENTSTATEOFENGLISHLEARNINGFORTHESTUDENTSINTHESECONDARYSCHOOLINTRADITIONALENGLISHTEACHING,THETEACHERSSTRICTLYCONTROLOVERTHECLASS,WHICHLEADSTOTHESTUDENTSHAVELITTLECHANCETOPRACTICEENGLISHTHESTUDENTSEXPRESSOPINIONSONLYONTHEIRTEACHERSQUESTIONSORINTHEIREXERCISEBOOKSTHEYAREUNWILLINGTOSPEAKENGLISHASTHEYTHINKTHEIRENGLISHISPOORANDIFTHEYMAKESOMEMISTAKESWHILECOMMUNICATING,THEYMAYFEELLOSINGFACETHEYARESHAMEDATMAKINGMISTAKESINSUCHATEACHINGPROCESS,THEMAINPARTICIPANTISTHETEACHER,NOTTHESTUDENTSINADDITION,THESTUDENTSPLAYAPASSIVEROLEWHILETHETEACHERPLAYSANACTIVEROLEINENGLISHCLASSUNDERSUCHKINDOFSITUATION,THESTUDENTSINTERESTSINENGLISHLEARNINGCANNOTBEAROUSEDANDTHEYWILLFEELTEDIOUSWHILEHAVINGCLASSASARESULT,THETEACHINGAIMSCANNOTBEACHIEVEDASTHEORIGINALPURPOSETHESYSTEMANDTARGETCONCEPTOFTHENEWENGLISHCURRICULUMSTANDARDSDEFINETHEFEATURESOFENGLISHEDUCATIONFORSECONDARYSCHOOLSTUDENTSUNDERTHEOVERALLPLANNINGOFTHEBASICEDUCATIONANDSTANDBYTHESIDEOFTHESTUDENTSMOREOVER,THEFEATURESFORTHENEWENGLISHCURRICULUMSTANDARDSAREBASIC,DIVERSANDFLEXIBLEFORTHEFIRSTTIME,THENEWENGLISHCURRICULUMSTANDARDSCREATETHECONDITIONSFORSTUDENTSTOACHIEVETHEIRINDIVIDUAL,FROMTIMETOSPACETHENEWENGLISHCURRICULUMSTANDARDSREFLECTTHEPEOPLEORIENTEDCONCEPTANDDEVELOPPEOPLESCOMPREHENSIVEQUALITYASTHEPREMISETOIMPROVETHECOMPREHENSIVEABILITYOFUSINGLANGUAGEHOWEVER,ACCORDINGTOANINVESTIGATIONONSTUDENTSINTERESTOFENGLISHLEARNINGTOCHECKWHATKINDOFTEACHINGFORMAREMOSTLYWELCOMEDBYTHEMSHOWEDTHAT45STUDYENGLISHONTHEPURPOSEOFFURTHEREDUCATION,AND425OFTHEMSTUDYENGLISHFORTHEIROWNINTERESTANDONTHEPURPOSEOFENRICHINGTHEMSELVES,FROMWHICHWECOULDFINDTHATTHEENGLISHEDUCATIONINCHINAISFACINGAMOREANDMORESEVERESITUATIONANDTHEAIMTHATTHESTUDENTSFULLYDEVELOPTHEMSELVESTHROUGHTHENEWENGLISHCURRICULUMSTANDARDSCANNOTBEACHIEVEDIWRITETHISTHESISUNDERTHEAIMOFCONTINUALLYADJUSTINGTEACHERSTOTHEREQUIREMENTSOFTHENEWCURRICULUM14DEFINITIONOFFILMFILMISALSOKNOWNASAKINDOFMOTIONPICTURES,WHICHISAMODERNARTCOMPOSEDOFACTIVEPHOTOGRAPHYANDSLIDESHOWSWHICHISALSOAKINDOFINTEGRATEDARTSCONTAININGDRAMALITERATUREPHOTOGRAPHYPAINTINGMUSICDANCEWRITINGTHEARTOFSCULPTUREARCHITECTUREANDOTHERARTS,BUTITALSOHASITSOWNFEATURESFILMONARTISTICEXPRESSIONHASTHECHARACTERISTICSOFOTHERFORMSOFARTS,ANDTHEYCANUSEMONTAGEFILMGROUPTHEARTSTRONGSKILLS,WHICHHAVESURPASSEDALLOTHERMEANSOFARTISTICEXPRESSIONS,ANDFILMCANBEALARGENUMBEROFREPLICATIONSHOW2ENGLISHORIGINALMOVIESROLE21STIMULATINGSTUDENTSINTERESTINENGLISHASTHEOLDSAYINGGOES,INTERESTISTHEBESTTEACHERTHEAPPLICATIONOFTEACHINGMETHODSINENGLISHFILMHASCHANGEDTHETRADITIONALTEACHINGMODEL,WHICHPROVIDESINTUITIVE,LIVELYANDSPECIFICALLYENGLISHSPEAKINGPERSONSREALLIFESCENESTOSTUDENTS,GREATLYIMPROVINGTHESTUDENTSINTERESTINENGLISHLEARNING22DEVELOPINGLEARNERSINTERCULTURALCOMMUNICATIONABILITYCULTURALKNOWLEDGEANDCULTUREHELPPEOPLEIMPROVETHEIRTEMPERAMENTSTASTESMORALSVALUESINOTHERWORDS,THEYCANIMPROVEPEOPLESQUALITYSTUDIESONENGLISHLEARNINGOFWESTERNCULTUREHAVEVERYIMPORTANTSIGNIFICANCEIFTHESTUDENTSKNOWVERYLITTLEABOUTWESTERNCULTUREKNOWLEDGE,THEYWOULDNOTUNDERSTANDTHEWHOLEBOOKORSPEAKSMOOTHLYONLYKNOWINGMOREWESTERNCULTUREWILLTHESTUDENTSRAISEAWARENESSOFCULTURALDIFFERENCESLEARNINGTHELANGUAGETHROUGHTHELEARNINGCULTURES,THESTUDENTSCANLEARNLANGUAGEBETTERTHESEFILMSDEMONSTRATEBRIGHTMAGNIFICENTWESTERNCULTURE,DEEPENSTHEIMPRESSIONOFTHESTUDENTSLEARNINGBOOKKNOWLEDGE,PROMOTESTHESTUDENTSOFENGLISHANDCULTURALKNOWLEDGE23IMPROVINGLISTENINGANDSPEAKINGABILITYBYPROVIDINGREALLIFESCENES,ENGLISHMOVIEMAKESSTUDENTSWIDELYACCESSTARGETLANGUAGEACCORDINGTOKRASHENSSECONDLANGUAGEACQUISITIONTHEORY,SECONDLANGUAGELEARNINGISANACQUISITIONINSTEADOFLEARNINGTEACHERSSHOULDPROVIDESTUDENTSENOUGHUNDERSTANDINGINPUT,WHICHISTOENABLESTUDENTSTOCONTACTALARGENUMBEROFTHETARGETLANGUAGEANDTHEDIFFICULTYISREQUIREDALITTLEMORETHANTHESTUDENTSPRESENTLEVELFORNONENGLISHSPEAKINGENGLISHLEARNERS,THEEXCITINGDIALOGUESTHESTANDARDPRONUNCIATIONANDINTONATIONINENGLISH,WHICHAREGOODTRAININGMATERIALEXTREMELYFAVORABLETOIMPROVINGSTUDENTSLISTENINGANDSPEAKINGABILITY,WHATSMORE,THEYCANEXPANDSTUDENTSVOCABULARYIMPROVETHEIRTHINKINGCOMPREHENSIONINTHISWAY,THESTUDENTSCANPROMOTETHEDEVELOPMENTOFTHEIRENGLISHCOMMUNICATIONABILITY3FILMSELECTIONSINENGLISHTEACHING31GOODDIALOGUEANDSTANDARDPRONUNCIATIONNOTALLORIGINALFILMSINENGLISHCANBEUSEDTOMAKEEDUCATIONALVIDEOS,SOMEENGLISHPRONUNCIATIONOFTHEROLEINTHEMOVIEISNOTVERYSTANDARD,ANDFOREXAMPLE,RAJSAYSINTHETVSERIESTHEBIGBANGININDIANENGLISHTHEFEATURESOFINDIANACCENTAREHEAVYACCENTFASTSPEEDTONGUERUNNINGTHEYPRONOUNCECONSONANT/R/INATRILLINGWAY,WHICHISHARDTOBEUNDERSTOODANDINPURPLE,ALMOSTALLROLESUSETHEBLACKENGLISHONEOFTHEDIFFERENCESBETWEENAFRICANAMERICANENGLISHANDSTANDARDENGLISHISPHONOLOGICALFEATUREFORSOMEDOUBLEVOWELSAREREDUCEDTOUNITSOUNDS,FOREXAMPLE,/A/WASSIMPLIFIEDINTO/A/THISISALSOINMANYUNITEDSTATESCHARACTERISTICOFSOUTHERNVARIETIESOFENGLISHTHEVOWELOF“BOIL”,WHICHISPRONOUNCED/INSTANDARDENGLISHISREDUCEDTOAUNITSOUND,ESPECIALLYINFRONTOFTHE/L/ANDITSPRONUNCIATIONSOUNDSSIMILARTO“BALL“CONVERSELY,INSOMEAREASSUCHASTHESOUTHOFTHEUNITEDSTATESOLDERENGLISHLANGUAGEUSERSWILLREAD/O/INTO/O/,FOREXAMPLEINTHEWORDS“COACH“AND“ROAD“AFRICANAMERICANWILLREADTHEMAS/KOT/ROD/）。32SUITABLELENGTHANDPOSITIVECONTENTDUETOLIMITEDTEACHINGHOURSEVERYTIME,THETIMEOFPLAYINGTHEMOVIEISTOOLONG,WHICHMAKESSTUDENTSFEELVISUALFATIGUEANDLACKOFNOVELTYTHEREFORETHEBESTCHOICEOFTHEMOVIEISTHE1520MINUTESBRILLIANTFRAGMENT,BECAUSENOWTHECLASSTIMEDURATIONOFTHEMIDDLESCHOOLSTUDENTSIS40MINUTES,ANDACCORDINGTOTHERESEARCHOFMODERNEDUCATIONALPSYCHOLOGISTSMIDDLESCHOOLSTUDENTSTIMEFORFOCUSINGONCLASSIS1520MINUTESTHEEDUCATIONALPSYCHOLOGISTSADVOCATETEACHERSNOTTOTEACHNEWKNOWLEDGEFORMORETHAN20MINUTESFIRSTLETSTUDENTSSEETHEFILMFOR1520MINUTESOFFILM,ANDTHENUSETHEREMAININGTIMEFORTHEVIDEOAPPLICATIONTHISALLOWSSTUDENTSTOMAINTAINFRESHNESS,ANDPASSIONFORMUCHLONGERNOWADAYSCHINESEFILMMARKETWILLINTRODUCEMANYUNITEDSTATESTELEVISIONFILMS,BUTSOMEFILMSANDTVSERIESINORDERTOACHIEVEBUSINESSPURPOSES,SOTHEFILMMAKERSADDSOMEPORN,ANDVIOLENCEINTHEFILMSSOTEACHERSSHOULDSELECTFILMSWHICHAREASSOCIATEDWITHTHETEXTBOOKTOPICSTEACHERSSHOULDDELETETHEFILMSWITHVIOLENCEBLOODHORRORPORNOVERCOMPLEXONLYSENSORYSTIMULATIONORTWISTBIZARREMOREOVERTHEMOVIESSHOULDBEBASEDONSTUDENTCENTEREDTOPICTEACHINGMODEBECAUSEASTRIKINGFEATUREOFTHEMIDDLESCHOOLSTUDENTTEXTBOOKSISTHATEACHUNITISBUILTAROUNDASUBJECT,SUCHASSPORTS,CULTURE,MUSIC,FOOD,WAR,FAIRYTALELEGENDS,MANANDNATURETHROUGHACERTAINAMOUNTOFLANGUAGEINPUTANDTHESTUDENTCANTRAINTHEIRCOMPREHENSIVEABILITYANDMOVIECONTENTSHOULDBERELATEDTOLIFEANDSTUDENTSHEALTHYVALUES,SOTHATTHEYCANHAVECORRECTPERSPECTIVEANDATTITUDETOINTERPRETTHEBRITISHANDAMERICANCULTURESANDREALLIFE33SUITABLEFORSTUDENTCOMPREHENSIONEARLYEFFECTSOFCHILDRENSLANGUAGELEARNINGINTEREST,WHICHHELPTHESTUDENTSLAYASOLIDFOUNDATIONFORFUTUREENGLISHLEARNINGSOTEACHERSSHOULDCHOSEMOVIESACCORDINGTOTHELEVELSOFTHEDEVELOPMENTANDUNDERSTANDINGOFSTUDENTSINDIFFERENTAGESWHENTEACHERSPLAYTHEORIGINALENGLISHMOVIES,THEYCANCHOOSEFILMSWITHEASYTHEMES,SIMPLESCREENONLANGUAGETODEMONSTRATETHESTRONGPRINCIPLESOFANIMATIONLIKETHEGARFIELDTHELIONKINGTHEMADAGASCAR,ANDTHECUISINEOFTHERATKINGTHESEFILMSWILLNOTONLYSTIMULATESTUDENTSINTERESTINENGLISHLEARNING,BUTALSOCANBOOSTTHEIRCONFIDENCELETTHEMLEARNENGLISHSTEPBYSTEP,ANDBEABLETOMAKEPROGRESSSTEPBYSTEPCERTAINLY4WAYSOFWATCHINGFILMSINENGLISHTEACHING41INTRODUCINGTHEFILMSPLOT,HISTORICALBACKGROUND,ANDCHARACTERS411IMPORTANCEOFINTRODUCINGTHEFILMSPLOTENGLISHMOVIEISAPERFECTARTFORMWHICHCOMBINESSOUNDANDIMAGEWHICHISORIGINATEDFROMTHEREALLIFESTORYOFFOREIGN,WHICHMAKESTHEWATCHING,LISTENING,SPEAKINGASAWHOLEWHICHMAKESTHEENGLISHLEARNINGINTUITIVEANDREALWHICHCREATESENGLISHLEARNEREASYLEARNINGENVIRONMENTANDENVIRONMENTENGLISHORIGINALMOVIECOMESFROMLIFE,CLOSETOLIFE,AFTERREFINEDPROCESS,ANDITCANCREATEANIMMERSIVEVISUALEFFECTSSUCHASTHROUGHTHEDIALOGUEINTHEMOVIEOFTHEFRIENDSWHENRACHELSAY”THENALLOFASUDDEN，IREALIZED”AWAITERGIVESHERACUPOFCOFFEE,ANDTHENSHESAYS“SWEETNLOW”THENALLOFASUDDEN,AUDIENCEERUPTLAUGHTERALOUD,SOWHYTHEAUDIENCEWOULDLAUGHITALOUDTHEORIGINALSWEETNLOWMEANSWEETENER,WHICHISAKINDOFSWEETENINGAGENTSINBRITAINANDTHEUNITEDSTATESNATIONALCOFFEESHOPS,IFGUESTSWANTTOADDSOMECOFFEESWEETENERS,THEYSHOULDDOITBYTHEMSELVESBUTHERERACHELLETTHEWAITERHELPPLUSTHESWEETENER,SOSHEMISSESHERBIGAIRSTHISISTHEREASONWHYTHEPEOPLELAUGHATHERALOUDINTHEMOVIEFORRESTGUMP,FORRESTSMOTHERSAYSTHEPHRASE“LIFEWASLIKEABOXOFCHOCOLATES,YOUNEVERKNOWWHATYOUREGONNAGET”SHETELLSUSLIFEISLIKEABOXOFCHOCOLATES,YOUNEVERKNOWWHICHKINDOFFAVORYOUWILLTASTE“LIFEISLIKEABOXOFCHOCOLATES”THISCLASSICLANGUAGEISVERYFAMOUSBUTWHYDOESSHEUSECHOCOLATESINSTEADOFOTHERTHINGSASPARABLESTHISREQUIRESUSTOUNDERSTANDUNITEDSTATESCUSTOMSBECAUSEINTHEUNITEDSTATES,ABOXOFCHOCOLATEUSUALLYCONTAINS12OR24PIECESCHOCOLATES,ANDEACHWITHDIFFERENTPACKAGING,FLAVOR,SHAPEANDCOLOR,PREVIOUSLYUNMARKEDSOPEOPLECANONLYKNOWITSTASTEAFTERTHEYPUTTINGITINTHEMOUTHTHEREISSUCHAMONOLOGUEINTHEFILM“FROMTHATDAYON,WEWEREALWAYSTOGETHER,JENNYANDMELIKEPEASANDCARROTSSHETAUGHTMEHOWTOCLIMB”HERE,LIKEPEASANDCARROTS,IFTHISSENTENCETRANSLATEDINLITERALWAYITMEANSLIKEREALPEASANDREALCARROTSHOWEVER,INEUROPEANDTHEUNITEDSTATESTHESETWOTHINGSAREUSUALLYCOOKEDASASTAPLEFOODDECORATIONINCOOKINGPEASARECIRCLEANDGREEN,WHILECARROTSARESQUAREANDREDTHEYDONTTASTEMUCHFLAVORBUTTHEYCONTAINMUCHNUTRITIONINCOMMON,ANDBOTHOFTHEMAPPEARATTHESAMETIMESOHEREISTOEXPRESSTHEMEANINGOFINSEPARABLETHEREISALSOTHEBRAVEHEARTBYWATCHINGTHEBRAVEHEART,YOUCANEXPERIENCETHEORIGINALMUSICCHARMOFPIPERSBAGPIPE,KILTSKIRTANDWOOLPLAID,WHICHARESYMBOLSOFSCOTTISHNATIONALSOCIOCULTURE42WATCHINGTVINTHREESTEPSFIRSTSTEPISWATCHINGTVWITHOUTSUBTITLESWHENWATCHINGTHEFILM,THESTUDENTSARENOTFAMILIARWITHFILMSCENES,THEYWILLTRYTOLISTENTOTHEFILMCHARACTERDIALOGUESANDCOMBINETHEDIALOGUESWITHTHESCENE,SOTHATTHEYCANUNDERSTANDMOSTOFTHEDIALOGUESOFTHEMOVIESECONDSTEPISWATCHINGTVWITHONLYENGLISHSUBTITLESTHESTUDENTSWILLRELYONCAPTIONSANDCOMPAREWHATTHEYUNDERSTANDINTHEFIRSTTIMEWITHTHEENGLISHSUBTITLESWHENWATCHINGMOVIESWITHONLYENGLISHSUBTITLESSOTHECANGAINADEEPERUNDERSTANDINGOFTHEMOVIESTHIRDSTEPISWATCHINGTVWITHONLYCHINESESUBTITLESTHESTUDENTSCANCOMPARETHECHINESESUBTITLESWITHWHATTHEYUNDERSTANDINTHEFIRSTTWOTIMES,ANDCHECKWHETHERTHEYUNDERSTANDTHEMEANINGSOTHEYCANGAINADEEPERUNDERSTANDOFHEMOVIESANDCOMMUNICATEINENGLISHFLUENTLY5ACTIVITIESOFFILMSINENGLISHTEACHING51IMITATINGDIALOGUE511PRINCIPLESOFIMITATIONFIRST,IMITATIONINALOUDWAYISEXTREMELYIMPORTANTTHESTUDENTSSHOULDIMITATEWITHAGOODGRACEACLEARWAYCORRECTMOUTHSHAPESIFTHESTUDENTSWANTTOSTUDYENGLISHWELL,THEYSHOULDNOTBESHYORIMITATEINALOWVOICESECOND,THESTUDENTSSHOULDALWAYSBEREADYTOCORRECTTHEIRWRONGPRONUNCIATIONSOFWORDS,PHRASESONLYINTHISWAYSTUDENTSWILLNOTFEELTEDIOUSANDBORINGINTHEPROCESSINGOFIMITATIONSOTHEYAREABLETOIMITATEACTIVELY,CONSCIOUSLY,PURPOSEFULLYTHIRD,INGENERAL,THESTUDENTSMUSTBEABLETOINSISTONALONGTERMIMITATIONBECAUSETHEACQUISITIONOFPUREANDBEAUTIFULTONEOFVOICECANNOTBEACHIEVEDINASHORTTERMIMITATIONTHELENGTHOFTIMEOFREACHINGTHISGOALDEPENDSONTHEDEGREEOFCONCENTRATIONOFTHESCHOLARS512WAYSOFIMITATIONTHEFIRSTSTEPISTOIMITATESPEECHTHESTUDENTSSHOULDFOLLOWTHEMOVIESCLOSELYUSECORRECTMOUTHSHAPESWHENTHEYAREIMITATINGTHEMOVIESATTHEVERYBEGINNINGOFIMITATION,THESTUDENTSSHOULDIMITATEINASLOWWAYRATHERTHANAFASTWAYINORDERTOPRONOUNCEINARIGHTWAYTHENTHEYCANSPEEDUPWITHNORMALSPEEDANDREPEATITSEVERALTIMESUNTILTHEYREACHTHENORMALSPEEDANDSPEAKENGLISHNATURALLYWITHOUTTHINKINGASFORTHEWORDSWHICHTHEYARENOTFAMILIARWITHORCANNOTPRONOUNCEINARIGHTWAY,THEYMIGHTLISTENTOTHEWORDSSEVERALTIMES,ANDTHENIMITATETHEWORDSREPEATEDLYUNTILTHESTUDENTSCANSPEAKTHEWORDSCORRECTLYNATURALLYANDNATIVELYTHESECONDSTEPISTOIMITATETHEREADINGOFTHEWORDSBASEDONTHERIGHTIMITATIONOFSPEECH,THISSTEPISMUCHEASIERTHEKEYPOINTSSHOULDBERELAYEDONTHEPROFICIENCYANDFLUENCY,ANDMOREPRACTICEEVENONREADINGSKILLSSUCHASTHEASSIMILATIONOFVOICETHETHIRDSTEPISTOIMITATETHEREADINGOFPARAGRAPHSANDCHAPTERS,WITHTHEEMPHASISONIMPROVINGFLUENCYTURNONTHERECORDERORTHERADIOTOIMITATEWHILE“HE”SPEAKS,YOUIMITATE,WHICHISAIMEDTOINCREASETHEREACTIONRATEOFORALCAVITYMUSCLE,ANDMAKEWORKBETWEENTHEMUSCLESANDBRAINMORECOORDINATEDIMITATIONEXERCISESSHOULDPAYATTENTIONTOAVOIDTHEPROBLEMTHATISSHYNESSONONEHANDSHYNESSSTEMSFROMPERSONALITY,ASTUDENTWHOISRESERVEDSPEAKINGINALOWVOICETHEYAREMOREDIFFICULTTOLEARNENGLISHPRONUNCIATIONANDINTONATIONCORRECTLY,SOTHEYSHOULDPAYMUCHMOREATTENTIONTOOVERCOMINGTHISDISADVANTAGEONTHEOTHERHANDSHYNESSCOMESFROMINFERIORITYCOMPLEXTHESESTUDENTSBELIEVETHEIRENGLISHLEVELISVERYLOW,ANDTHEYEVENDARENOTSPEAKOUT,ESPECIALLYWHENTHEYCOMMUNICATEWITHAPERSONWHOISBETTERTHANTHEMTHEPREMISEOFLEARNINGENGLISHWELLISTOOVERCOMETHISMENTALDISORDER52FILMDUBBINGTHEMINISTRYOFEDUCATIONHAVESETUPTHETASKFORTHEENGLISHCOURSESINTHEENGLISHCURRICULUMSTANDARDSWHICHWASCOMPLETEDIN2001THEPRINCIPLESOFTEACHINGENGLISHSHOULDBASETHEFOLLOWINGTIPSBYINSPIRINGANDCULTIVATINGSTUDENTSINTERESTINLEARNINGENGLISH,THETEACHERSCANHELPTHESTUDENTSFOSTERSELFCONFIDENCE,DEVELOPGOODSTUDYHABITS,FORMEFFECTIVELEARNINGSTRATEGIES,DEVELOPSELFREGULATEDLEARNINGABILITYANDTEAMSPIRIT,EQUIPTHEMSELVESWITHSOMEBASICKNOWLEDGEOFENGLISHANDSPEAKINGANDWRITINGSKILLS,DEVELOPACERTAINOVERALLLANGUAGEABILITY,DEVELOPSTUDENTSABILITIESOFOBSERVATION,MEMORY,THINKING,IMAGINATIONANDCREATIVITY,HELPSTUDENTSUNDERSTANDTHEDIFFERENCESBETWEENWORLDANDSINOWESTERNCULTURE,CULTIVATESTUDENTSPATRIOTICSPIRIT,FORMAHEALTHYOUTLOOKINLIFE,ANDLAYAGOODFOUNDATIONFO