牛津译林版（2019）必修 第二册 Unit1 Lights,camera,action! Reading1教案（表格式）
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| 名称 | 牛津译林版（2019）必修 第二册 Unit1 Lights,camera,action! Reading1教案（表格式） |  | |
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| 文件大小 | 35.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-04-10 11:24:27 | ||
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Book 2 Unit 1 Lights, camera, action!
Reading 1
Behind the scenes
教学目标
By the end of this section, students will be able to:
1. know some aspects of film-making;
2. get the structure of the speech by identifying key sentences.
教学重难点
1. To know the main idea of each paragraph by grasping its key sentence;
2. To distinguish main points and examples.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Pre-reading
Step 1 The teacher has students brainstorm what elements a film has. 创设情境，引出主题。激活学生已有的关于电影的认知和经验。 8’ Pair work Class work
Step 2 The teacher asks students to discuss in pairs: Which element do you think is the most important in making a successful film Students then share their ideas with the whole class.
While reading
Step 3 First reading 1. The teacher has students read the first paragraph and get the key sentence. According to the key sentence “Today I’ll give you a brief introduction to some aspects of film-making you might not be familiar with”, the teacher asks students to predict what the rest paragraphs may talk about. Possible answer: Some aspects. 2. The teacher asks students to skim the rest of the paragraphs and find the key words of each paragraph. After that, the teacher asks students to find out the logic clues of the key sentences of Paragraphs 2–4: Possible answer: To begin with, …; Another aspect …; … also … 3. When reading Paragraph 5, the teacher asks students: Is it a new aspect of film-making How do you know it is (not) Then the teacher asks students to read the sentence “… what we see on the cinema screen is just the tip of the huge iceberg of film-making” and asks: What does it mean Can you find a sentence in the first paragraph which has similar meaning of this one Can you tell what the function of the last paragraph is Possible answer: It means that in the film-making process, there is a lot of work done, much of which is not shown on screen. It has the similar meaning as the sentence in Paragraph 1 “Actually, the film you see on the screen is the product of a huge amount of hard work, most of which takes place behind the scenes.” This sentence is used here to restate the main idea of this article. This paragraph is used as a conclusion. 4. The teacher has students work out the whole outline of this lecture transcript. Introduction—Main body—Conclusion 指导学生提取本讲稿中有关银幕背后三个方面的有关知识；提取各段落主题句以及讲稿的篇章结构知识。 15’ Individual work Class work
Step 4 Second reading One technique in an essay is using examples to support main points. The teacher has students scan the article and complete the table in Part A2 on Page 4. Sample answers： 1. The sounds of a baby elephant, a tiger and other animals were mixed by a computer to make a dinosaur roar in Jurassic Park. The sound of the doors opening was made by pulling a sheet of paper out of an envelope in the Star Trek films. 2. Scenes requiring CGI are filmed in front of a green screen in the studio. 3. The director of The Lord of the Rings films used clever camera angles to make characters seem bigger or smaller than they really were. 4. Director James Cameron spent six months looking at and revising plans of the Titanic in order to build a full-sized model for his 1997 film. It took 500 workers 100 days to build the fine model. 进一步梳理细节信息，让学生在描述和阐述的过程中，实现语言和知识的内化。 10’ Individual work Class work
Post-reading
Step 5 The teacher asks students to discuss the questions in Part A3 on Page 4. Sample answers: 1. To attract the audience’s attention, to make the audience think and to connect the lecture’s topic with their background knowledge. 2. Film-making involves a lot of hard work behind the scenes. 3. No. I don’t really like to see too much CGI in films. I think having a good storyline is the most important thing for a film, and sometimes technology can get in the way. 引导学生发现并深入理解是银幕背后大量的制作工作造就一部部成功的电影。 10’ Individual work Class work
Homework 1. Review the lecture transcript and underline the sentences that you don’t quite understand. 2. Finish A1 and A2 on Page 59–60 in the workbook. 2’
Reading 1
Behind the scenes
教学目标
By the end of this section, students will be able to:
1. know some aspects of film-making;
2. get the structure of the speech by identifying key sentences.
教学重难点
1. To know the main idea of each paragraph by grasping its key sentence;
2. To distinguish main points and examples.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Pre-reading
Step 1 The teacher has students brainstorm what elements a film has. 创设情境，引出主题。激活学生已有的关于电影的认知和经验。 8’ Pair work Class work
Step 2 The teacher asks students to discuss in pairs: Which element do you think is the most important in making a successful film Students then share their ideas with the whole class.
While reading
Step 3 First reading 1. The teacher has students read the first paragraph and get the key sentence. According to the key sentence “Today I’ll give you a brief introduction to some aspects of film-making you might not be familiar with”, the teacher asks students to predict what the rest paragraphs may talk about. Possible answer: Some aspects. 2. The teacher asks students to skim the rest of the paragraphs and find the key words of each paragraph. After that, the teacher asks students to find out the logic clues of the key sentences of Paragraphs 2–4: Possible answer: To begin with, …; Another aspect …; … also … 3. When reading Paragraph 5, the teacher asks students: Is it a new aspect of film-making How do you know it is (not) Then the teacher asks students to read the sentence “… what we see on the cinema screen is just the tip of the huge iceberg of film-making” and asks: What does it mean Can you find a sentence in the first paragraph which has similar meaning of this one Can you tell what the function of the last paragraph is Possible answer: It means that in the film-making process, there is a lot of work done, much of which is not shown on screen. It has the similar meaning as the sentence in Paragraph 1 “Actually, the film you see on the screen is the product of a huge amount of hard work, most of which takes place behind the scenes.” This sentence is used here to restate the main idea of this article. This paragraph is used as a conclusion. 4. The teacher has students work out the whole outline of this lecture transcript. Introduction—Main body—Conclusion 指导学生提取本讲稿中有关银幕背后三个方面的有关知识；提取各段落主题句以及讲稿的篇章结构知识。 15’ Individual work Class work
Step 4 Second reading One technique in an essay is using examples to support main points. The teacher has students scan the article and complete the table in Part A2 on Page 4. Sample answers： 1. The sounds of a baby elephant, a tiger and other animals were mixed by a computer to make a dinosaur roar in Jurassic Park. The sound of the doors opening was made by pulling a sheet of paper out of an envelope in the Star Trek films. 2. Scenes requiring CGI are filmed in front of a green screen in the studio. 3. The director of The Lord of the Rings films used clever camera angles to make characters seem bigger or smaller than they really were. 4. Director James Cameron spent six months looking at and revising plans of the Titanic in order to build a full-sized model for his 1997 film. It took 500 workers 100 days to build the fine model. 进一步梳理细节信息，让学生在描述和阐述的过程中，实现语言和知识的内化。 10’ Individual work Class work
Post-reading
Step 5 The teacher asks students to discuss the questions in Part A3 on Page 4. Sample answers: 1. To attract the audience’s attention, to make the audience think and to connect the lecture’s topic with their background knowledge. 2. Film-making involves a lot of hard work behind the scenes. 3. No. I don’t really like to see too much CGI in films. I think having a good storyline is the most important thing for a film, and sometimes technology can get in the way. 引导学生发现并深入理解是银幕背后大量的制作工作造就一部部成功的电影。 10’ Individual work Class work
Homework 1. Review the lecture transcript and underline the sentences that you don’t quite understand. 2. Finish A1 and A2 on Page 59–60 in the workbook. 2’