Learning about Languageppt配套教案板书设计

Unit 4

Films and film events 教学设计

Welcome to the unit Teaching aims: To improve the students’ ability of speaking

To teach the students some new words Teaching procedures: Step1 lead-in Today, we are going to deal with films and film events. You know, everybody likes films. So I’d like to ask you some questions about films.



Who is your favorite actor or actress? Why do you like him or her? 

Who is your favorite director? Can you name some of his/her works? 

What’s your favorite film? What can you learn from it? 

Why do you think it is a good film? What do you think are the criteria of a good film?



A. popular film stars with good skills 

B. an attractive or moving plot 

C. a meaningful theme 

D. magnificent scenes 

E. a famous director 

F. applied advanced technology Make your choice and give your reason! What can films bring us? Why do you see films? 1)

entertainment or amusement 2)

relaxation 3)

reflection on social problems 4)

realizing dreams that can not be fulfilled in reality.

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Step2 Sharing Information Before we talk about the pictures, I’d like to ask you some questions:

1)

Have you ever looked at and paid attention to film tickets? Would you keep the ticket as a souvenir? Why or why not? 2)

Have you ever heard of people with souvenir film tickets or people who collect film tickets as a hobby?

Ticket 1: The Black-and-White Festival What kind of information can you get from the first picture? 

One ticket for one adult only 

Showing black-and-white films from the

1930s 

Full day entry Ticket 2: Hiding Dragon What impressed you the most while looking at this ticket? 

What do you think may be the story of the film? 

Why do you think there is a single eye printed in the ticket? 

If you are asked to design the ticket, how will you do it? Ticket 3: An invitation to the Academy Awards

What can we know about Academy Awards from the invitation? 

Is there any special requirement for the special night? 

What do you think of the design of the invitation?



If you were given the chance to design an Academy Awards Invitation, what would it look like? Ticket 4: The Day Before



What kind of information can we get from the ticket? 

Compared with the previous three tickets, what do you think of the design of the last ticket? Step 3 Discussions: What kinds of information might be included on a ticket? 

name of the film/film event 

time/date of the film/film event

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

location of the cinema/event 

ticket price 

photo from the film 

awards the film has received Suppose there is a new film for children, how do you think the ticket should be designed? 

bright colors 

cartoons or animated patterns printed on the ticket



simple words 

discount for children Who is your favorite director? Why? My favorite director is-----, make great contribution to----, direct high-quality films, be popular with---, gain a good fame,

be well received, win many awards, productive, experienced, gifted.

Step 4 language focus: 1. showcase玻璃橱窗，给...看; 展出; 显示; 出示; 陈列

The main aim of the exhibition is to showcase British design.

2 award

Carlos was awarded first prize in the essay competition.

the Academy Award for Best Director

3. formal

had little formal education; a formal document, a formal manner;

Reading Teaching aims: 1.

To gain more knowledge about the important film events around the world 2.

To practice reading comprehension ability 3.

To identify objective views. Teaching procedures:

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Step 1. Lead-in Ask students if they know anything about film events around the world: Can you name some famous film festivals held around the world? Where are they held? (The Cannes Film Festival is in France. The Berlin International Film Festival is in Germany. The Sundance Film Festival is in the USA. The Venice Film Festival is in Italy. The Toronto International Film Festival is in Canada. The Tokyo International Film Festival is in Japan. The Shanghai International Film Festival is in China.)

Step 2. Pre-reading Tell the students that the reading passage they are going to read is a transcript of a television show about film festival. Ask them to guess which specific film festivals might be talked about in the reading passage. Write their guesses on the blackboard.

(Then compare their ideas with the content of the reading passage after they read it.)

Step 3.Fast-reading Ask the students to go through the passage as quickly as possible and try to find answers to the three questions in Part A.( Remind the students only to focus on and identify the information needed to answer these questions) 1.

How many film festival representatives appeared on the show? Six

2.

Which film festivals are mentioned in the transcript?

The Cannes Film Festival, The Berlin International Film Festival, The Sundance Film Festival, The Venice Film Festival , The Toronto International Film Festival and The Shanghai International Film Festival

3.

At which festival are you not likely to find Hollywood films? The Sundance Film Festival.

Step 4.Careful-reading 1.

Ask the students to read the passage again and complete Parts C1 and C2 individually. (Questions in Part C1 check students’ reading comprehension and improve their ability to find specific information. Part C2 serves as a strengthening activity, which

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requires students to look for and identify more specific information according to the chart included in Part C2.) After students finish the exercises, check the answers as a class with the slide-showing. 2.

After students finish Parts C1 and C2, ask them if they have ever read a transcript of either a television show or a radio programme. Ask students which reading strategies should be applied or used when they are reading transcripts. Have you ever watched the programme called Dialogue on CCTV Channel 9?Are you interested in this kind of television show?

Pay attention to the way that people speak on television talk shows. How do they express their views? Is the language that they use to express their views different from the language people use to express their opinions in situations other than on a talk show? 3.

Draw students’ attention to the “Reading Strategy”. Ask them to refer to the passage and to explain the features of objective views, using examples from the text. Step 5.Post-reading 1.

Ask students to complete Part D individually. This part helps students comprehend the meanings of the words from the context by matching them with the correct definitions. (Check the answers with Slide-showing) 2.

Have students complete Part E, which are notes from a lecture on the Academy Awards. It aims to make students more familiar with the usage of words and expressions in the text. (Check the answers with Slide-showing) Step 6. Homework: 1.

Review the reading passage. 2.

Finish exercises in workbook 3.

Learn more about Films and film events around the world.

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Word Power Teaching aims: 1.

To learn words and expressions related to the film industry; 2.

To learn different language items related to the film industry and different types of films; 3.

To practice and reinforce the new vocabulary learnt.

Teaching procedures: Step 1: Brainstorming 1.

To activate students’ interest: when we talk about a drama, what relevant words do you think of? ( stage: wings, microphones, curtains, lights, scenery, set; cast: director, actors, actresses

script: theme, lines, stage direction, acts, scenes others: budget, props, costumes)

2.

Draw students’ attention to the topic of films. Encourage students to think of the following questions: Can we use the same words to talk about drama to talk about film? When we talk about films or the film industry , what words or expressions do you think of? Encourage more able students to prepare relevant words and write down what they have already known on the blackboard: Cameraman, producer, costume designer, editor and lighting crew Step 2: Vocabulary learning 1.

Ask the students to read the handout given at a lecture about the film industry in Part A. Make sure that they have no difficulty in understanding the passage. To check students’ understanding of it.

2.

Show students several scenes from a film. Ask them to describe the scenes with the vocabulary they have learnt in the handout in Part A. 3.

Have students to continue with their discussion about the types of films in Part B. Have them read the rest of the handout to find out the different film types and popularity of these different film types.

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Which type of film is your favourite? Why?

According to the handout , comedies are the most popular type of films. Do you like watching comedies? Why or why not? Do you think we can learn anything by watching films? If so, what can we learn? Is this true of all types of films or only certain categories? Be specific. Encourage students to express their ideas freely and to talk about film types relying on their prior knowledge of this topic as well. 4.

Ask students to read the passage in Part C, which is a newspaper article introducing the film industry. Students should complete the introduction with the words they have learnt in Parts A and B. Then check the answers with the class. Step 3: Vocabulary extension 1.

Ask students to complete Part D individually. Encourage them to consult a dictionary when they have questions before asking the teacher. Then check the answers as a class. 2.

Ask students if they would like to study film-making when they grow up. Organize students into groups and ask them to discuss what job they would like to have in making a film and what type of films they would like to make. The purpose of this activity is to help students use the vocabulary they have learnt and to see if they have any inspiration in film-making.

Do you think you will major in film directing when you go to university? Why or why not? If you were to become a film director in the future, what type of films would you like to direct? What themes would you like your films to reflect? How would you manage to have your film finished successfully? Who are the other people involved in film-making? How do they contribute to the success of a film? Step 4: Homework 1.

Finish the exercises in workbook 2.

Preview the next section in this unit.

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Grammar and usage Teaching aims: To learn how to emphasize a word or a part of a sentence; To practice emphasis Teaching procedures: Step 1: Lead-in 1.

Write the following sentences on the backboard:



It is an interesting film. I want to see it again. I am glad to have got a ticket for it 

It is such an interesting film. I really want to see it again. I am so glad to have got a ticket for it. Ask the students to compare the two groups of sentences and find the differences between them. (in the second group of sentences, the adjective “such” is used to emphasize “an interesting film”, while the adverbs “really” and so are respectively used to emphasize the verb “want” and the adjective “glad”.) 2.

Ask students to read the instructions and the example sentences in Part 1 on Page 56. Step 2: Grammar learning 1. After reading the instructions and the example sentences in Part 1 on Page 56, make sure students understand the meanings of the explanations and know how certain words are used to show emphasis. Then ask them to make some sentences using so, such, really and just to emphasize their ideas. 2. 语法详解

强调结构是用特定的方法使句子中的某个部分突出出来，以达到强化这个部分的目的。在英语中，强调的方法有很多，包括运用语言、语调、单词、短语以及语法等手段。常见的强调形式：

1．

增加单词来强调

此类单词有：so, such, just, right, very, pretty, single, really, indeed以及反身代词等。如：

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I have never seen such a lazy person in my whole life.（这么）

So angry was he that he couldn’t speak.

Fortunately, he was just in time for the first train in the morning.（刚好）

It’s unbelievable that the woman herself could lift so heavy a box.（自己一个人）

This is the very English dictionary that I have been looking for.（就是，正是）

The manager was right in the office when I arrived at the company by metro (地铁)。（正好）

2．

增加短语来强调

常用的短语有：on earth, in the world, by no means(位于句首需用倒装）,not…at all等。如：

“What on earth are you doing now?” asked the policeman.（究竟，到底）

Though we are good friends, I don’t agree with you at all this time.（根本不）

I have to point out that this job can by no means be accomplished overnight.（决不）

3．

用助动词do, does, did来强调

可以用来强调肯定陈述句或祈使句的动词。如：

Do come early tomorrow morning, or you will be fined.（务必，一定）

The new exchange student does hope to go to the evening party with us.（确实）

My mother did sing well in the past because she used to be a teacher.（的确，确实）

4.

将“地点”提前加以强调

On the table were some flowers. 桌上摆了一些花。

5．用强调句来强调

强调句的基本结构是It + be +被强调部分+that (who/whom)+原句剩余部分。被强调部分可以是简单句中除谓语以外的其它成分，也可以是主从复合句中的从句。如：

It was our we that/who saved my little younger sister.（强调主语）

It was him that/whom they saw stealing yesterday in the supermarket.（强调宾语）

It is by sending e-mail that they keep in touch with each other.（强调状语）

It was only when I reread this poem recently that I began to appreciate its beauty.（强调从句）

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注意：

（1）

强调句形中的it没有实际意义，由于it处在主语位置，即使被强调的主语是复数，动词只用单数。强调主语时用主格。如：

It was Tom and Mike that /who helped us out. It is we who/that have passed the driving test. （2）

强调句的一般疑问句就是直接把动词置于句首；特殊疑问句就是把被强调的特殊疑问词置于句首。如：

Is it next week that we will hold another football match ? Who was it that taught you English ten years ago ? How was it that you managed to deal with such difficult problems ? （3）

强调not …until…结构时，not要放在until之前。即：It is/was not until…that….如：It was not until all fish died that people realized how serious pollution was.

It was not until midnight that they came back.

not…until…还可以这样强调：

Not until all fish died did people realize how serious pollution was.

Not until midnight did they come back. （4）

在强调时间、地点、原因或方式状语时，一律用that，而不用when, where, why或how等；特别要注意不能同定语从句等相混淆。如：

Was it during World War II that he lost his devoted son. ? It was for this reason that the naughty boy got severely punished. 区别强调句型和定语从句的方法是：若将和去掉而句中不缺成分，结构完整，说明原句是强调句；若结构不完整，则说明原句为定语从句。试比较: It was on October 5,1999 that the new city was founded.(强调句）

那个新城市确实是于1999年10月5日成立的。

It was October 5,1999 when their first son was born.(定语从句) 他们第一个儿子的出生时间是1999年10月5日。

（5）

强调句与其它的交融使用

It was the village where I was brought up that I visited yesterday.

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昨天我们参观的是我在那长大的村子。（与定语从句结合）

I can’t remember how many years ago it was that I entered the factory.

我记不清到底是多少年前进厂的了。（与宾语从句的结合）

When I asked him when it was that he took my dictionary, he made no answer. 我问他究竟何时拿了我的字典，他没吱声。（与状语从句的结合）

Step 3: Practice 1.

Ask students to do Part A on page 57. Ask them to read the diary entry and underline the emphases that they can find individually first, and then work in pairs to check whether they have pointed out all the emphases. Then check the answers as a class with the slide-showing.

2.

Ask students to do Part B and write down their sentences in their books. And then check the answers with the slide-showing. 3.

Ask students to read the guidelines in Part C, and make sure that they know what they are being asked to do in this part. (this exercise intends to help students practice using the question form of the emphasis pattern ‘it + be + the part to be emphasized + that clause’.)

4.

To give students more chances to practice. Step 4: Homework 1.

Finish exercises in workbook 2.

Preview the next section in the unit.

Task Teaching aims: To complete a quiz To listen for emphasis

To use information from more than one source Teaching procedures: Step 1: completing a quiz about the film industry

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1.

Before listening to a radio programme discussing the early days of film, ask students to guess what questions will asked in the programme and what the answers will be. 2.

Ask students to read the instructions and the questions on the quiz before they listen to the recording. Make sure that they know what information they should pay attention to while listening. 3.

Play the recording to students for them to finish the questions. Check the answers as a class. Play it again if necessary.

4.

Ask students to listen to another radio programme in Part B. this time they will listen to some information about Hollywood, and they can use information to answer some of the remaining questions on the quiz. Check the answers wit a slide-showing. Play the recording twice if necessary.

Ask students to read the web page in Part C to find the remaining information and finish the quiz. Make sure that they have no difficulty in understanding the passage.

Step 2: listening for emphasis 1.

Go over the instructions. Then read all the questions and answers. 2.

Work in pairs to do this role-play activity, asking and answering question about Chinese films. (After this, switch roles)

Step 3: writing a speech about the film industry 1.

Read the guidelines and find out what to do. Then discuss what should be written and how to in groups. 2.

Read the articles aloud to the whole class after finishing writing.

Project Teaching aims: To practice English by completing a project To finish a project by working together Teaching procedures: Step 1: Lead-in

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1.

Ask some questions about Harry Potter The Harry Potter books and films are perhaps the most popular books and films in the world. Many of us have read or seen them. Have you read or seen any? Which of the Harry Potter books or films do you like best? Why ? Which character in these do you like best? Why? Why do you think that the Harry Potter books and films are so popular around the world? Have you seen the film Harry Potter and the Philosopher’s Stone? If so, did you like the film? What did you like about it? Step 2: Reading

1. Read the review and to pay attention t what the writer talks about in the review. 2. Divide the text into several parts and write down the main idea of each part. 3. Listen to the recording of the review to find more detailed information to complete the following table Main characters Harry Potter Information about the character 

A sensitive young boy whose parents were a wizard and a witch and were killed by an evil wizard when Harry was a baby; 

Living wit his relatives, the Dursleys, and abused, ignored and hated by them; 

Having the magical powers of a wizard and a reputation in the world of witches and wizards because of his parents Hagrid A very large person who works at Hogwarts and rescues Harry from Robbie Coltrane Played by

Daniel Radcliffe

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the Dursleys and takes him to the school Ron Weasley Hermione Granger Voldemort

Harry’s friend and schoolmate

Harry’s friend and schoolmate

Rupert Grint Emma Eatson The school’s evil wizard, who killed

Harry’s parent

Step 3: Homework 1.

Finish all the exercise in workbook. 2.

Have a Self-assessment.

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