Module 6 Films and TV Programmes
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| 名称 | Module 6 Films and TV Programmes |  | |
| 格式 | rar | ||
| 文件大小 | 23.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2010-01-19 19:11:00 | ||
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Module 6 Films and TV Programmes
Contents of the module.
Introduction:
This section lists out some vocabularies related to films and a film poster of Harry Potter. There are 3 activities for practice by which Ss can get familiar with the meanings of these words, and discuss some information about the film. It would be nice to let Ss discuss their favourite films in activity 2. Then in activity 3, Ss can get the main idea about different kinds of films through the match practice and give their reasons.
Reading and vocabulary
This section introduces the Chinese martial film Crouching Tiger, Hidden Dragon to Ss. In the reading passage there are some vocabularies related to films. On the textbook, there are five activities relevant with the content and vocabulary of the text. Doing the exercises, Ss can get acquainted with the content of the text and learn to use the words about films. It is suggested that Ss understand this passage by doing the exercises on the textbook. Then with some additional exercises such as discussion, Ss can understand its topic more intensively and know more about films. In addition, Ss can practice speaking English.
Speaking:
The purpose of this part is to make Ss learn to talk about their favorite film, movie stars, characters, actors or actresses, film scenes and so on. Besides, they should learn to use the new words learned in this module to describe the films they like best. In this kind of class, more practices are needed. For making comments on their favorites, teachers should let 4 or 5 Ss form a group, so that Ss can share their opinions with their group. But describing the films and their opinions should be held in pair works, for they can form the sentences more logically and completely.
Grammar 1:
This section is mainly about “adverbs of frequency and place” and according to it 2 activities are designed. Ss are required to use adverbs like seldom, rarely, occasionally and so on, as well as the phrases. In this section, teachers are not expected to explain the rules about “adverbs of frequency and place”. Ss are asked to examine the sentences and finish off the exercises prepared for this part and ask them to summarize the meanings of “adverbs of frequency and place”. Teachers might give Ss some instructions while they are doing the exercises.
Grammar 2
This part is mainly about the grammar of “adverbs of frequency and place”. Ss are required to understand the meanings of adverbs and adverbial phrases and use them correctly. Ss are required to do more exercises to consolidate the grammar. If Ss are advanced, they may finish the exercises in class. If not, Ss may finish the exercises after class. What’s more, teachers should lead Ss to find more words and phrases about the grammar and show them on the screen.
Vocabulary and listening:
This section provides an interview, offering Ss the practical exercises of improving listening ability. Ss should first get familiar with the words and expressions and then listen to the interview. In the activities, Ss should distinguish the new words and phrases in the dialogue and understand their meanings correctly. What’s more, the Ss can make it clear where they should pause in the long sentences. With the help of these practices, they can do some listening exercises and improve their listening ability.
Function:
In this part Ss will talk about how often they do thins. First, they will match words with their definitions. Then they can make sentences with the words they just learned. So the activity in this section is much more practical for practice.
Everyday English:
In this module it is designed to practice the grammar items learned and phrases based on the module topic. Namely, the adverbs and films and TV programmes.
Pronunciation:
This part is mainly about intonation in exclamations. The Ss can first listen to the tape, following the speaker and finding out how the speaker stresses their feelings. Then they may practice their intonation by reading other passages. About this kind of reading skill, it should be improved gradually, so teachers should give Ss more practice, including reading practice as well as listing practice from which they can learn to find out the rules of intonation.
Writing:
In this section Ss are required to finish all the exercises by using the new words and phrases they have learned in this module. Besides, the Ss should learn to write comments on movies and TV programmes from different aspect, such as background, plots, characters and actors. If ss are advanced, they may write by themselves. If not, they can discuss the topic in groups and teachers can also give a hand before they write the passage.
Cultural corner:
This section is a reading passage about Steven Spielberg—A film director. He is very famous today and many well-known films were made by him. Teachers can design some questions to let Ss do before reading and after reading. E.g. let Ss give the name of his famous films or ask Ss why he is so special and so on.
Task:
The task of this module is to write a film page for a magazine, to prepare for writing about the passage, Ss should make a film review first, listing out their favourite films and give a brief description of each film. And then give their reasons why they like them so much. They can also prepare some information about the topic before class. Then they may list out what they want to write and talk over with their partners. Vivid pictures may be used to make the brochure more attractive.
Module file
This part is a summary as well as a self-assessment of this module. It may help the Ss to know whether they have mastered the main points or not. If time permits, the teacher may have a revision of this module and consolidate it with some exercises.
Important Teaching points:
1. Learn the adverbs of frequency and place.
2. Learn the adverbs and adverbial phrases.
3. Talk about films according to background, plot, characters, actors or actresses and comments.
4. Learn some words and expressions:
Difficult Teaching points:
1. How to have them master the adverbs of frequency and place.
2. How to teach them to describe films according to background, plot, characters, actors, or actresses and comments.
3. Enable Ss to use the words and expressions freely.
Period arrangement
Period 1. Introduction, reading and vocabulary
Period 2. Grammar 1 and 2.
Period 3. Speaking , vocabulary and listening
Period 4. Cultural corner and reading on page99
Period 5. Exercises
Period 1 Introduction, Reading and vocabulary
Three-dimensional target
1. knowledge and skill
1) Vocabularies about films and TV programmes
2) Develop the Ss’ reading ability
3) Talk about the items of a film.
2. process and method
1) Individual work or pair work to get every student to participate in class.
2) Explanations to make Ss master some language points.
3) Fast-reading to make Ss get the main idea of the passage.
3. feeling and value
1) Cultivate Ss’ sense of appreciation.
2) Encourage them to learn from the heroes in the film.
Important Teaching points:
1. Help Ss make sense of the whole passage.
2. Help Ss to improve their reading ability.
3. Help Ss to learn and use the vocabularies about films and TV programmes.
Difficult Teaching points:
Help Ss to use the talk about films.
Step 1. Introduction
Lead-in
When we see the title films and TV programme, what can we think of
Yes, we can think of kinds of films. Romantic films, martial arts films, adventure films, thrillers, affectional films, Dracula films, tragedy, thriller, horror film and so on.
We also talk about the director, stars and the time to come out.
Play a section of film Harry Potter to attract the Ss’ interest.
1. Read out the words in the box and have the students repeat them after the teacher chorally and individually. Make sure that they know what they all mean.
2. Show some posters about Harry Potter to the students and ask them to discuss the following questions.
(1) What’s the film called
(2) Who directs it
(3) Who stars in it
(4) When did it come out
Answers:
(1) Harry Potter and the Sorcerer’s Stone.
(2) Chris Columbus
(3) Daniel Radcliffe , Emma Watson ,Rupert Grint
(4) 2001
3. Read through the words in the box while the students listen and follow. Have the students repeat them. Make sure they understand the meanings. Show some posters to the students, and ask them to tell the types (Romantic film, martial arts film, comedy, tragedy, thriller, adventure film, horror film.)
Step 2. Pre-reading
1. Read the words in the box and have the students repeat them after the teacher. Make sure they know what they all mean. Ask them to do the activity individually and then check with a partner. Collect the answers from the whole class.
2. Have the students appreciate a moving plot of Crouching Tiger, Hidden Dragon. Show some pictures about the famous film and introduce the main plot to the students.
Step 3. Reading
1.Read the film review. Have the students decide which is the best summary of the film.
Answer: 2 is the best. It is a martial arts film that tells the story of a stolen sword and the fight to get it back..
2.Fast-reading.
Skim the passage and find the answers to each question.
(1) Who is the director of it (Ang Lee)
(2) What’s the relationship between Li Mubai and Yu Xiulian (They are friends. Xiulian’s fiancé was a good friend of Mubai.)
(3) Who plays the part of Yu Jiaolong What do you think of her performance (Zhang Ziyi , a young woman who is not as good as she seems.)
3.Further- reading .
Read the passage carefully and decide if these statements are true or false.
(1) The story takes place in the 18th century.
(2) Foreignesr do not like seeing Wuxia films.
(3) Li Mubai is Yu Xiulian’s fiancé
(4) In the films, characters can leap through the air.
Step 4. Exercises .
Finish the exercises on Page 53 in the textbook.(part 3,4,5). Ask the students to complete the sentences individually and then check with a partner .Then collect the answers from the whole class, asking them to give the teacher complete sentences. Correct them if necessary.
Step 5. Language points
Part 1. key words from the vocabulary.
1. poster, n.
related words: post, n, v.
e.g: (1). Please send this gift by post.
(2). This ad was posted in London a week ago.
2. direct, v, adj.
related words: direction , director, directly.
3. marry, v
e.g: (1). He married his classmate 21 years ago.
(2). Alice was /got married to John last year.
(3). They have been married for 40 years.
(4). The landlord married his daughter to a rich businessman.
4. character. n.
e.g: （1）a determined character.
（2）He has a strong character.
（3） The story has only a few characters.
（4） Write in big characters.
5. express.
e.g: (1) v.
She expressed her thanks to us.
(2). adj.
an express highway, express train.
give express orders
related word: expression
6. occasionally, adv.
I occasionally go to the movies with him.
related word: occasion , n,
e.g: (1). on the occasion of her marriage.
(2). I met the official on several occasions.
7. argue, v.
e.g: I argued about the plan with him.
I argued him out of smoking.
Part 2. Key phrases
1. come out.
e.g: (1). The stars came out as soon as it was dark.
(2). How did the printing come out
(3). The truth finally came out.
Compare: come about , come back, come to, come up.
2. to one’s surprise = to the surprise of sb.
To our surprise, he visited us suddenly.
Related words: in surprise, take ….by surprise , to one’s joy/ delight/ sorrow/ disappointment, etc..
3. belong to
e.g: This football belongs to me.
4. be in love with, fall in love with.
e.g: (1). They fell in love with each other years ago.
(2). Having been in love for five years, they decided to hold the wedding.
other similar phrases:
be asleep------ fall asleep, be in trouble------ get into trouble,
have a cold----catch a cold, keep in touch with -----get in touch with.
5. play a part in
e.g: (1). Farming plays an important part in this country.
(2). We put on a very good comedy, in which each actor played two parts.
Part 3. Sentence patterns
1. It is agreed that……..
e.g: It is agreed that Lincoln is one of the best presidents in American history.
Other similar structures: It is said that …., It is reported that…., It is believed that…,
It is hoped that……
e.g: (1). It is said that the new film directed by Ang Lee will be on soon.
(2). It was reported that a serious accident happened near the cinema.
2. Good for you! Good on you!
e.g: ----I won the match.
-----Good for you!
3. Unusually, it is the female characters that interest us most.
e.g: (1). It is Mr. Wang who will give us the lecture the day after tomorrow.
(2).It was in the street that I met her.
(3).It was in 1980 that he was born.
(4). It was not until 5 o’clock that he got up.
Some additional exercises referring to the language points in the module.
Period 2 Grammar
Three-dimensional target
1. knowledge and skill
1) Review the topic about films.
2) Develop their listening ability.
3) Learn to use “adverbs of frequency and place”
2. process and method
1) Individual or pair work to finish the task.
2) Discuss to make them summarize the grammatical items of “adverbs of frequency and place”.
3) Practice to make the Ss use “adverbs of frequency and place” Correctly.
3. feeling and value
Through the study of this period Ss will learn more about “adverbs of frequency and place” .
Important Teaching points:
1. Encourage them to sum up the grammatical rules of “adverbs of frequency and place” themselves.
2. Develop their grammar ability.
Difficult Teaching points:
1. Make sure Ss master the grammatical items.
2. Make Ss use “adverbs of frequency and place” correctly.
Part 1. Grammar 1
Step 1. Look at the underlined words in these sentences .Ask them to tell the types of the adverbs. Read through the following sentences with the class.
1. The children went out of the public library happily.
2. He promised that he would come here before five o’clock.
3. They haven’t yet finished the experiment.
4. I make telephone calls to my parents twice a week.
5. Luckily all of them passed the driving test.
6. The girl did fairly well in the speech contest.
7. Why was he late for the meeting
8. Do you remember the day when your brother joined the army
Answers: 1. 方式副词2. 地点副词 ３． 时间副词 ４． 频度副词 ５．句子副词６．程度副词７． 疑问副词 ８．关系副词
Step 2. Finish Activity 2, decide which words and phrases tell us how often something happens and which phrases tell us where something happens.
Answers:
how often Occasionally, now and then, three times a week , seldom, from time to time, once a week ,rarely , every two days
where In the west , between the houses , at the end (of the road), through the air
Part 2: Grammar 2. Adverbs and adverbial phrases
Step 1. Tell the students some rules of adverbs’ order in the sentences.
Give the students some example sentences and have them understand the location of adverbs.
1. I hardly ever heard him singing.
2. You must always keep this in mind.
3. He was born in Beijing in the year 1980.
4. He doesn’t quite agree with you.
5. She does everything carefully.
Step 2. Do the exercises in Activity 3.Put the words in the sentences below in the correct order.
Answers:
1. I spent a lot of money at the supermarket yesterday.
2. The man walked quickly down the street.
3. You played well yesterday.
4. The students have worked hard today.
5. Think carefully before you talk to her.
6. The boys were talking loudly in the corridor yesterday.
7. They drove to the airport early in the morning.
Step3. Homework: Additional exercises referring to Grammar in the module.
Period 3 Cultural corner, Reading (workbook, P99)
Three-dimensional target
Knowledge and skill
1. Important words or phrases
2. Difficult sentences
Process and method
1. Encourage Ss to check what they have learned.
2. Explanations to make Ss master the language points in the passage.
3. Skimming to get the general idea of the passage.
4. Pair work of group work to finish the task..
Feeling and value
Through reading “Steven Spielberg—Film Director”, Ss will learn sth about the famous director Steven Spielberg. His talent, his films, his hard work are all very important in his success.
Important Teaching points:
1. Learn the good qualities of Steven Spielberg.
2. Know more about famous film directors.
Difficult Teaching points:
1. Learn sth about his films.
2. Deal with some difficult language points.
Step 1 . Cultural corner
1.Lead-in
Look at the picture and guess who he is from the title.
2.Reading
Read the whole text and make notes.
Name:___________. Sex:___________ Age:_________________
Job:__________Nationality:_________________. Masterpieces:___________________________________________________________________________
Films he made at the following ages:
13:________________, 16:______________________, 24:_______________________ ,
28:________________, 36:______________________
3. Speaking
Give a simple introduction of Steven Spielberg according to the information above.
4.Discuusion: Why is Steven Spielberg so special as a film director List your reasons.
Step 2. Reading (WB,P99).
1. Read the film review about Hero and match the topic sentences with paragraphs.
Answers: 1C ,2.A , 3 E ,4D , 5B.
2. Do the Exercise 13. Read the passage quickly, find the words in the review, and guess the meanings according to the contrast, then choose the best answer for each. After the students finish them, have them tell the answers individually. Meanwhile, give them the right answers if necessary.
Answers: 1.a 2.a 3.b 4.b 5.a 6.a
3. Correct these false sentences. All the sentences are wrong .Correct them according to the passage .First, give the students several minutes to discuss the sentences, then ask some students to read out the right sentences. Give them right sentences if they are wrong.
4. Decide which paragraphs present the following topics .Give the students 2 minutes to discuss, then collect the answers.
Characters___4___, plot ______3____, reviewer’s opinion ____5____, setting ____2____
Step 3 . Homework: Write a short passage about a famous director or a film star.
Period 4. Writing and Task, Listening
Three-dimensional target
Knowledge and skill
1. Review the topic about films.
2. Develop their listening ability.
3. Learn how to write a review.
Process and method
1. Individual or pair work to finish the task.
2. Discuss to make them know how to write a film review.
Feeling and value
Through the study of this period Ss will know how to write a film review and meanwhile they will improve their listening skills.
Important Teaching points:
1. Develop their listening ability.
2. Develop their writing ability.
Difficult Teaching points:
1. Make sure the Ss can understand what they listen.
2. How to write a film review.
Step1. Writing on page58
Read the text on page 52, and answer the questions.
1. Read through the questions with the students and make sure they understand them all.
2. Ask them to complete the activity individually, then check with a partner.
3. Collect the answers from the whole class.
Step 2. Write a review of a film you have seen. Follow these instructions.
1. Read through the instructions with the students.
2. Ask them write their review individually.
3. They can then exchange it with partners for peer correction.
Step3.Task: writing a film page for a magazine.
1. Preparation
Show some examples of film pages from Chinese and western magazines to make them know how they are laid out.
2. Work in small groups.
Read through the instructions with the students and make sure they understand what they have to do. Put them into groups of four, and suggest that they first decide what they are going to have on the page, then divide up the work between them so that they each do a different part.
3. Have the groups present their pages ----they can do this either to another group or to the whole class.
Step 4. Vocabulary and listening
1. Show the following words and expressions on the screen and let Ss read them aloud.
2. Pair work.. Ask and answer the following questions.
3. Listen to the interview and number the questions.
Summary and homework
This period Ss learned how to write a film review. After that they listened to the interview, through which Ss can recognize the new words in the dialogue and understand the meanings correctly. They can hear the questions in the listening materials and can understand the questions and answers in it. Then they are required to finish the exercises according to the listening material. At the end of the class, homework is assigned: Finish exercises on the workbook.
Reflection
Through this module, we learn how to describe films according to background, plot, characters, actors or actresses and comments and how to use the words and expressions freely. We also learn the grammar the adverbs of frequency and place as well as the adverbs and adverbial phrases. The grammar is easy to deal with. The difficult point is how to connect the section of films with the content. I deal with it like this. After showing the section of film I asked Ss to read paragraph3 to know about how to describe the plot in the film. And then I asked them to look through the text to finish the task in the module. About the learning plan, I think the book Whole Process Design is the best. After introduction and scanning the text, I ask Ss to do the exercises on the Whole Process Design first, and then point some difficult points. After that, I answer some questions asked by Ss. I think the way is very good.
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Module 6 Films and TV Programmes
Contents of the module.
Introduction:
This section lists out some vocabularies related to films and a film poster of Harry Potter. There are 3 activities for practice by which Ss can get familiar with the meanings of these words, and discuss some information about the film. It would be nice to let Ss discuss their favourite films in activity 2. Then in activity 3, Ss can get the main idea about different kinds of films through the match practice and give their reasons.
Reading and vocabulary
This section introduces the Chinese martial film Crouching Tiger, Hidden Dragon to Ss. In the reading passage there are some vocabularies related to films. On the textbook, there are five activities relevant with the content and vocabulary of the text. Doing the exercises, Ss can get acquainted with the content of the text and learn to use the words about films. It is suggested that Ss understand this passage by doing the exercises on the textbook. Then with some additional exercises such as discussion, Ss can understand its topic more intensively and know more about films. In addition, Ss can practice speaking English.
Speaking:
The purpose of this part is to make Ss learn to talk about their favorite film, movie stars, characters, actors or actresses, film scenes and so on. Besides, they should learn to use the new words learned in this module to describe the films they like best. In this kind of class, more practices are needed. For making comments on their favorites, teachers should let 4 or 5 Ss form a group, so that Ss can share their opinions with their group. But describing the films and their opinions should be held in pair works, for they can form the sentences more logically and completely.
Grammar 1:
This section is mainly about “adverbs of frequency and place” and according to it 2 activities are designed. Ss are required to use adverbs like seldom, rarely, occasionally and so on, as well as the phrases. In this section, teachers are not expected to explain the rules about “adverbs of frequency and place”. Ss are asked to examine the sentences and finish off the exercises prepared for this part and ask them to summarize the meanings of “adverbs of frequency and place”. Teachers might give Ss some instructions while they are doing the exercises.
Grammar 2
This part is mainly about the grammar of “adverbs of frequency and place”. Ss are required to understand the meanings of adverbs and adverbial phrases and use them correctly. Ss are required to do more exercises to consolidate the grammar. If Ss are advanced, they may finish the exercises in class. If not, Ss may finish the exercises after class. What’s more, teachers should lead Ss to find more words and phrases about the grammar and show them on the screen.
Vocabulary and listening:
This section provides an interview, offering Ss the practical exercises of improving listening ability. Ss should first get familiar with the words and expressions and then listen to the interview. In the activities, Ss should distinguish the new words and phrases in the dialogue and understand their meanings correctly. What’s more, the Ss can make it clear where they should pause in the long sentences. With the help of these practices, they can do some listening exercises and improve their listening ability.
Function:
In this part Ss will talk about how often they do thins. First, they will match words with their definitions. Then they can make sentences with the words they just learned. So the activity in this section is much more practical for practice.
Everyday English:
In this module it is designed to practice the grammar items learned and phrases based on the module topic. Namely, the adverbs and films and TV programmes.
Pronunciation:
This part is mainly about intonation in exclamations. The Ss can first listen to the tape, following the speaker and finding out how the speaker stresses their feelings. Then they may practice their intonation by reading other passages. About this kind of reading skill, it should be improved gradually, so teachers should give Ss more practice, including reading practice as well as listing practice from which they can learn to find out the rules of intonation.
Writing:
In this section Ss are required to finish all the exercises by using the new words and phrases they have learned in this module. Besides, the Ss should learn to write comments on movies and TV programmes from different aspect, such as background, plots, characters and actors. If ss are advanced, they may write by themselves. If not, they can discuss the topic in groups and teachers can also give a hand before they write the passage.
Cultural corner:
This section is a reading passage about Steven Spielberg—A film director. He is very famous today and many well-known films were made by him. Teachers can design some questions to let Ss do before reading and after reading. E.g. let Ss give the name of his famous films or ask Ss why he is so special and so on.
Task:
The task of this module is to write a film page for a magazine, to prepare for writing about the passage, Ss should make a film review first, listing out their favourite films and give a brief description of each film. And then give their reasons why they like them so much. They can also prepare some information about the topic before class. Then they may list out what they want to write and talk over with their partners. Vivid pictures may be used to make the brochure more attractive.
Module file
This part is a summary as well as a self-assessment of this module. It may help the Ss to know whether they have mastered the main points or not. If time permits, the teacher may have a revision of this module and consolidate it with some exercises.
Important Teaching points:
1. Learn the adverbs of frequency and place.
2. Learn the adverbs and adverbial phrases.
3. Talk about films according to background, plot, characters, actors or actresses and comments.
4. Learn some words and expressions:
Difficult Teaching points:
1. How to have them master the adverbs of frequency and place.
2. How to teach them to describe films according to background, plot, characters, actors, or actresses and comments.
3. Enable Ss to use the words and expressions freely.
Period arrangement
Period 1. Introduction, reading and vocabulary
Period 2. Grammar 1 and 2.
Period 3. Speaking , vocabulary and listening
Period 4. Cultural corner and reading on page99
Period 5. Exercises
Period 1 Introduction, Reading and vocabulary
Three-dimensional target
1. knowledge and skill
1) Vocabularies about films and TV programmes
2) Develop the Ss’ reading ability
3) Talk about the items of a film.
2. process and method
1) Individual work or pair work to get every student to participate in class.
2) Explanations to make Ss master some language points.
3) Fast-reading to make Ss get the main idea of the passage.
3. feeling and value
1) Cultivate Ss’ sense of appreciation.
2) Encourage them to learn from the heroes in the film.
Important Teaching points:
1. Help Ss make sense of the whole passage.
2. Help Ss to improve their reading ability.
3. Help Ss to learn and use the vocabularies about films and TV programmes.
Difficult Teaching points:
Help Ss to use the talk about films.
Step 1. Introduction
Lead-in
When we see the title films and TV programme, what can we think of
Yes, we can think of kinds of films. Romantic films, martial arts films, adventure films, thrillers, affectional films, Dracula films, tragedy, thriller, horror film and so on.
We also talk about the director, stars and the time to come out.
Play a section of film Harry Potter to attract the Ss’ interest.
1. Read out the words in the box and have the students repeat them after the teacher chorally and individually. Make sure that they know what they all mean.
2. Show some posters about Harry Potter to the students and ask them to discuss the following questions.
(1) What’s the film called
(2) Who directs it
(3) Who stars in it
(4) When did it come out
Answers:
(1) Harry Potter and the Sorcerer’s Stone.
(2) Chris Columbus
(3) Daniel Radcliffe , Emma Watson ,Rupert Grint
(4) 2001
3. Read through the words in the box while the students listen and follow. Have the students repeat them. Make sure they understand the meanings. Show some posters to the students, and ask them to tell the types (Romantic film, martial arts film, comedy, tragedy, thriller, adventure film, horror film.)
Step 2. Pre-reading
1. Read the words in the box and have the students repeat them after the teacher. Make sure they know what they all mean. Ask them to do the activity individually and then check with a partner. Collect the answers from the whole class.
2. Have the students appreciate a moving plot of Crouching Tiger, Hidden Dragon. Show some pictures about the famous film and introduce the main plot to the students.
Step 3. Reading
1.Read the film review. Have the students decide which is the best summary of the film.
Answer: 2 is the best. It is a martial arts film that tells the story of a stolen sword and the fight to get it back..
2.Fast-reading.
Skim the passage and find the answers to each question.
(1) Who is the director of it (Ang Lee)
(2) What’s the relationship between Li Mubai and Yu Xiulian (They are friends. Xiulian’s fiancé was a good friend of Mubai.)
(3) Who plays the part of Yu Jiaolong What do you think of her performance (Zhang Ziyi , a young woman who is not as good as she seems.)
3.Further- reading .
Read the passage carefully and decide if these statements are true or false.
(1) The story takes place in the 18th century.
(2) Foreignesr do not like seeing Wuxia films.
(3) Li Mubai is Yu Xiulian’s fiancé
(4) In the films, characters can leap through the air.
Step 4. Exercises .
Finish the exercises on Page 53 in the textbook.(part 3,4,5). Ask the students to complete the sentences individually and then check with a partner .Then collect the answers from the whole class, asking them to give the teacher complete sentences. Correct them if necessary.
Step 5. Language points
Part 1. key words from the vocabulary.
1. poster, n.
related words: post, n, v.
e.g: (1). Please send this gift by post.
(2). This ad was posted in London a week ago.
2. direct, v, adj.
related words: direction , director, directly.
3. marry, v
e.g: (1). He married his classmate 21 years ago.
(2). Alice was /got married to John last year.
(3). They have been married for 40 years.
(4). The landlord married his daughter to a rich businessman.
4. character. n.
e.g: （1）a determined character.
（2）He has a strong character.
（3） The story has only a few characters.
（4） Write in big characters.
5. express.
e.g: (1) v.
She expressed her thanks to us.
(2). adj.
an express highway, express train.
give express orders
related word: expression
6. occasionally, adv.
I occasionally go to the movies with him.
related word: occasion , n,
e.g: (1). on the occasion of her marriage.
(2). I met the official on several occasions.
7. argue, v.
e.g: I argued about the plan with him.
I argued him out of smoking.
Part 2. Key phrases
1. come out.
e.g: (1). The stars came out as soon as it was dark.
(2). How did the printing come out
(3). The truth finally came out.
Compare: come about , come back, come to, come up.
2. to one’s surprise = to the surprise of sb.
To our surprise, he visited us suddenly.
Related words: in surprise, take ….by surprise , to one’s joy/ delight/ sorrow/ disappointment, etc..
3. belong to
e.g: This football belongs to me.
4. be in love with, fall in love with.
e.g: (1). They fell in love with each other years ago.
(2). Having been in love for five years, they decided to hold the wedding.
other similar phrases:
be asleep------ fall asleep, be in trouble------ get into trouble,
have a cold----catch a cold, keep in touch with -----get in touch with.
5. play a part in
e.g: (1). Farming plays an important part in this country.
(2). We put on a very good comedy, in which each actor played two parts.
Part 3. Sentence patterns
1. It is agreed that……..
e.g: It is agreed that Lincoln is one of the best presidents in American history.
Other similar structures: It is said that …., It is reported that…., It is believed that…,
It is hoped that……
e.g: (1). It is said that the new film directed by Ang Lee will be on soon.
(2). It was reported that a serious accident happened near the cinema.
2. Good for you! Good on you!
e.g: ----I won the match.
-----Good for you!
3. Unusually, it is the female characters that interest us most.
e.g: (1). It is Mr. Wang who will give us the lecture the day after tomorrow.
(2).It was in the street that I met her.
(3).It was in 1980 that he was born.
(4). It was not until 5 o’clock that he got up.
Some additional exercises referring to the language points in the module.
Period 2 Grammar
Three-dimensional target
1. knowledge and skill
1) Review the topic about films.
2) Develop their listening ability.
3) Learn to use “adverbs of frequency and place”
2. process and method
1) Individual or pair work to finish the task.
2) Discuss to make them summarize the grammatical items of “adverbs of frequency and place”.
3) Practice to make the Ss use “adverbs of frequency and place” Correctly.
3. feeling and value
Through the study of this period Ss will learn more about “adverbs of frequency and place” .
Important Teaching points:
1. Encourage them to sum up the grammatical rules of “adverbs of frequency and place” themselves.
2. Develop their grammar ability.
Difficult Teaching points:
1. Make sure Ss master the grammatical items.
2. Make Ss use “adverbs of frequency and place” correctly.
Part 1. Grammar 1
Step 1. Look at the underlined words in these sentences .Ask them to tell the types of the adverbs. Read through the following sentences with the class.
1. The children went out of the public library happily.
2. He promised that he would come here before five o’clock.
3. They haven’t yet finished the experiment.
4. I make telephone calls to my parents twice a week.
5. Luckily all of them passed the driving test.
6. The girl did fairly well in the speech contest.
7. Why was he late for the meeting
8. Do you remember the day when your brother joined the army
Answers: 1. 方式副词2. 地点副词 ３． 时间副词 ４． 频度副词 ５．句子副词６．程度副词７． 疑问副词 ８．关系副词
Step 2. Finish Activity 2, decide which words and phrases tell us how often something happens and which phrases tell us where something happens.
Answers:
how often Occasionally, now and then, three times a week , seldom, from time to time, once a week ,rarely , every two days
where In the west , between the houses , at the end (of the road), through the air
Part 2: Grammar 2. Adverbs and adverbial phrases
Step 1. Tell the students some rules of adverbs’ order in the sentences.
Give the students some example sentences and have them understand the location of adverbs.
1. I hardly ever heard him singing.
2. You must always keep this in mind.
3. He was born in Beijing in the year 1980.
4. He doesn’t quite agree with you.
5. She does everything carefully.
Step 2. Do the exercises in Activity 3.Put the words in the sentences below in the correct order.
Answers:
1. I spent a lot of money at the supermarket yesterday.
2. The man walked quickly down the street.
3. You played well yesterday.
4. The students have worked hard today.
5. Think carefully before you talk to her.
6. The boys were talking loudly in the corridor yesterday.
7. They drove to the airport early in the morning.
Step3. Homework: Additional exercises referring to Grammar in the module.
Period 3 Cultural corner, Reading (workbook, P99)
Three-dimensional target
Knowledge and skill
1. Important words or phrases
2. Difficult sentences
Process and method
1. Encourage Ss to check what they have learned.
2. Explanations to make Ss master the language points in the passage.
3. Skimming to get the general idea of the passage.
4. Pair work of group work to finish the task..
Feeling and value
Through reading “Steven Spielberg—Film Director”, Ss will learn sth about the famous director Steven Spielberg. His talent, his films, his hard work are all very important in his success.
Important Teaching points:
1. Learn the good qualities of Steven Spielberg.
2. Know more about famous film directors.
Difficult Teaching points:
1. Learn sth about his films.
2. Deal with some difficult language points.
Step 1 . Cultural corner
1.Lead-in
Look at the picture and guess who he is from the title.
2.Reading
Read the whole text and make notes.
Name:___________. Sex:___________ Age:_________________
Job:__________Nationality:_________________. Masterpieces:___________________________________________________________________________
Films he made at the following ages:
13:________________, 16:______________________, 24:_______________________ ,
28:________________, 36:______________________
3. Speaking
Give a simple introduction of Steven Spielberg according to the information above.
4.Discuusion: Why is Steven Spielberg so special as a film director List your reasons.
Step 2. Reading (WB,P99).
1. Read the film review about Hero and match the topic sentences with paragraphs.
Answers: 1C ,2.A , 3 E ,4D , 5B.
2. Do the Exercise 13. Read the passage quickly, find the words in the review, and guess the meanings according to the contrast, then choose the best answer for each. After the students finish them, have them tell the answers individually. Meanwhile, give them the right answers if necessary.
Answers: 1.a 2.a 3.b 4.b 5.a 6.a
3. Correct these false sentences. All the sentences are wrong .Correct them according to the passage .First, give the students several minutes to discuss the sentences, then ask some students to read out the right sentences. Give them right sentences if they are wrong.
4. Decide which paragraphs present the following topics .Give the students 2 minutes to discuss, then collect the answers.
Characters___4___, plot ______3____, reviewer’s opinion ____5____, setting ____2____
Step 3 . Homework: Write a short passage about a famous director or a film star.
Period 4. Writing and Task, Listening
Three-dimensional target
Knowledge and skill
1. Review the topic about films.
2. Develop their listening ability.
3. Learn how to write a review.
Process and method
1. Individual or pair work to finish the task.
2. Discuss to make them know how to write a film review.
Feeling and value
Through the study of this period Ss will know how to write a film review and meanwhile they will improve their listening skills.
Important Teaching points:
1. Develop their listening ability.
2. Develop their writing ability.
Difficult Teaching points:
1. Make sure the Ss can understand what they listen.
2. How to write a film review.
Step1. Writing on page58
Read the text on page 52, and answer the questions.
1. Read through the questions with the students and make sure they understand them all.
2. Ask them to complete the activity individually, then check with a partner.
3. Collect the answers from the whole class.
Step 2. Write a review of a film you have seen. Follow these instructions.
1. Read through the instructions with the students.
2. Ask them write their review individually.
3. They can then exchange it with partners for peer correction.
Step3.Task: writing a film page for a magazine.
1. Preparation
Show some examples of film pages from Chinese and western magazines to make them know how they are laid out.
2. Work in small groups.
Read through the instructions with the students and make sure they understand what they have to do. Put them into groups of four, and suggest that they first decide what they are going to have on the page, then divide up the work between them so that they each do a different part.
3. Have the groups present their pages ----they can do this either to another group or to the whole class.
Step 4. Vocabulary and listening
1. Show the following words and expressions on the screen and let Ss read them aloud.
2. Pair work.. Ask and answer the following questions.
3. Listen to the interview and number the questions.
Summary and homework
This period Ss learned how to write a film review. After that they listened to the interview, through which Ss can recognize the new words in the dialogue and understand the meanings correctly. They can hear the questions in the listening materials and can understand the questions and answers in it. Then they are required to finish the exercises according to the listening material. At the end of the class, homework is assigned: Finish exercises on the workbook.
Reflection
Through this module, we learn how to describe films according to background, plot, characters, actors or actresses and comments and how to use the words and expressions freely. We also learn the grammar the adverbs of frequency and place as well as the adverbs and adverbial phrases. The grammar is easy to deal with. The difficult point is how to connect the section of films with the content. I deal with it like this. After showing the section of film I asked Ss to read paragraph3 to know about how to describe the plot in the film. And then I asked them to look through the text to finish the task in the module. About the learning plan, I think the book Whole Process Design is the best. After introduction and scanning the text, I ask Ss to do the exercises on the Whole Process Design first, and then point some difficult points. After that, I answer some questions asked by Ss. I think the way is very good.
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